Strategies for Streamlining Assessment

37 Pages Posted: 17 Jun 2003

See all articles by Win Hornby

Win Hornby

Robert Gordon University - Centre for the Enhancement of Learning and Teaching (CELT); Robert Gordon University - Aberdeen Business School

Date Written: May 2003

Abstract

As the number of students increases and the unit of resource is stretched, academic staff are finding that the pressure on traditional forms of assessments is mounting. Consequently a number of unintended consequences arise as a result of the coping strategies that are frequently adopted by both staff and students. Evidence of these unintended consequences comes from our own internal audit processes, which reveal all the symptoms of overassessment. The paper discusses a number of possible strategies to deal with this including peer assessment, group assessment and the reduction of summative assessment.

Keywords: summative assessment, formative assessment, over assessment, learning, peer assessment

JEL Classification: A20, A22, A29

Suggested Citation

Hornby, Win, Strategies for Streamlining Assessment (May 2003). Available at SSRN: https://ssrn.com/abstract=410263 or http://dx.doi.org/10.2139/ssrn.410263

Win Hornby (Contact Author)

Robert Gordon University - Centre for the Enhancement of Learning and Teaching (CELT) ( email )

Schoolhill
Aberdeen, Scotland AB10 1F
United Kingdom
0044 1224 262000 (Phone)

Robert Gordon University - Aberdeen Business School ( email )

Garthdee Road
Aberdeen AB10 7QE
United Kingdom
0044 1224 262000 (Phone)

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