Conditions Under Which Assessment Supports Students’ Learning

Gibbs, Graham and Simpson, Claire (2005) Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education (1). pp. 3-31. ISSN 1742-240X

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Abstract

Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article proposes a set of ‘conditions under which assessment supports learning’ and justifies these with reference to theory, empirical evidence and practical experience. These conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.

Item Type: Article
Article Type: Article
Additional Information: Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 14 Jun 2016 10:36
Last Modified: 23 Oct 2017 09:59
URI: http://eprints.glos.ac.uk/id/eprint/3609

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