The Value of a Programme-wide Approach to Assessment
By P. Knight. 2000
90 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/b5ea26302cdb8d41575c004d8c8a131de5e0c681
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In Education
Citations in the corpus
- Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “Assessment by coursework allows students to be involved in very different processes, yet come up with products of a similar standard (Knight 2000).”
- The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, background): “…programme assessment; formative; modular; student learning Rationale for taking a programme approach There is increasing interest in how assessment on whole degree programmes influences student learning (Bloxham and Boyd 2007; Gibbs and Dunbar-Goddet 2007, 2009; Knight 2000; Knight and Yorke 2003).”
- Complexity and Curriculum: A process approach to curriculum-making (2001, background): “The literatures on communities of practice (Brown & Duguid, 2000), actor network theory (Miettinen, 1999), and activity systems (Trowler & Knight, 2000) challenge assumptions that universities are entities.”
- Examiner Perceptions of Using Criteria in Music Performance Assessment (2002, background): “A further purpose of assessment arises from recent emphasis on accountability in higher education and the increasing influence of aggregate assessment data in the decision making of funding bodies in a market-driven education system where financial pressures force stringent rationalisation of resour”
- An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship (2015, background): “…2014 Taylor & Francis Assessment & Evaluation in Higher Education, 2015 Vol. 40, No. 4, 528–541, http://dx.doi.org/10.1080/02602938.2014.931927 Assessment is, therefore, at the heart of education and the administrative functions tend to be a prime motivator for student learning (Knight 2000).”
- Learning‐oriented assessment: conceptual bases and practical implications (2003, background): “A failure to mobilise middle management, such as heads of department or programme leaders (cf. Knight, 2000), also limits the influence of the project.”