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How convincing is alternative assessment for use in higher education?

Maclellan, Effie (2004) How convincing is alternative assessment for use in higher education? Assessment and Evaluation in Higher Education, 29 (3). pp. 311-321. ISSN 0260-2938

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    Abstract

    The current preference for alternative assessment has been partly stimulated by recent evidence on learning which points to the importance of students' active engagement in the learning process. While alternative assessment may well fulfil the aims of formative assessment, its value in the summative assessment required in higher education is more problematic. If alternative assessment devices are to be used for summative purposes, the validity of alternative assessment has to be considered. The paper argues that task specification and marking consistency in alternative assessment can make comparability of performance difficult to effect, thereby leaving alternative assessment a less than convincing form for use in higher education

    Item type: Article
    ID code: 5512
    Keywords: Theory and practice of education, Higher Education, Education
    Subjects: Education > Theory and practice of education
    Education > Theory and practice of education > Higher Education
    Department: Faculty of Education > Educational and Professional Studies
    Related URLs:
      Depositing user: Prof Effie Maclellan
      Date Deposited: 24 Feb 2008
      Last modified: 05 Sep 2014 13:24
      URI: http://strathprints.strath.ac.uk/id/eprint/5512

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