Assessment in higher education

Sadler, D.R (2010). Assessment in higher education. In Penelope Peterson, Eva Baker and Barry McGaw (Ed.), International encyclopedia of education 3rd ed. (pp. 249-255) Oxford: Elsevier. doi:10.1016/B978-0-08-044894-7.00336-5

Author Sadler, D.R
Title of chapter Assessment in higher education
Title of book International encyclopedia of education
Place of Publication Oxford
Publisher Elsevier
Publication Year 2010
Sub-type Chapter in textbook
DOI 10.1016/B978-0-08-044894-7.00336-5
Year available 2010
Edition 3rd
ISBN 9780080448947
Editor Penelope Peterson
Eva Baker
Barry McGaw
Start page 249
End page 255
Total pages 7
Collection year 2011
Language eng
Formatted Abstract/Summary
Assessment in higher education has two basic function, facilitating learning, and creating formal records of achievement for student transcripts. Grading is invariably inferential, and carried out within a framework that shapes how scores and grades are produced and interpreted. Two common frameworks are norm referencing and criterion referencing. Regardless of framework, how assessment programs are designed, tasks constructed, and student responses marked are crucial in achieving high-quality assessment. These involve not only technical but also social and ethical considerations. E-learning technologies are revolutionizing assessment, but properly deploying them requires insight into their assumptions, strengths, and limitations.
Keyword Assessment
Credit transfer
Criterion referenced assessment
Q-Index Code BX
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Description: 1 online resource (8 v. : ill. (some col.)

Document type: Book Chapter
Collection: Institute for Teaching and Learning Innovation Publications
Version Filter Type
Citation counts: Scopus Citation Count Cited 2 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 30 Apr 2013, 16:32:59 EST by Ms Kathleen Mcleod on behalf of Teaching & Educational Development Institute