‘I’m an assessment illiterate’: towards a shared discourse of assessment literacy for external examiners
Author:
Affiliation:
1. Department of Higher Education, University of Surrey, Guildford, UK
Funder
Society for Research into Higher Education
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02602938.2018.1523363
Reference49 articles.
1. Marking and moderation in the UK: false assumptions and wasted resources
2. Mark my words: the role of assessment criteria in UK higher education grading practices
3. Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context
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