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Assessment and the promotion of academic values
This paper raises issues concerning the relationship between student assessment and the values which academic institutions propagate. It argues that many current assessment practices are incompatible with the goals of independence, thoughtfulness and critical analysis to which most academics would subscribe; that forms of assessment which are commonplace are not consistent with the behaviour of academics in their own contributions to knowledge; and that there is evidence to suggest that the assessment policy of many departments undermines deep approaches to learning on the part of students. Some indications are given of possible strategies to address the problems which have been identified, drawing upon ideas from academic and professional practice in general and self-assessment and peer review in particular.
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Journal
Studies in higher educationVolume
15Issue
1Pagination
101 - 111Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
0307-5079eISSN
1470-174XLanguage
engPublication classification
C1.1 Refereed article in a scholarly journalUsage metrics
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