Prioritising progression over proficiency: limitations of teacher-based assessment within technician-level vocational education
Author:
Affiliation:
1. School of Education, University of the West of England, Bristol, UK
2. School of Education, University of Birmingham, Birmingham, UK
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/0309877X.2015.1135881
Reference69 articles.
1. Factors influencing assessment quality in higher vocational education
2. The History and Operation of the Technician Education Council Programmes in Colleges of Technology in the United Kingdom
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