Good practice guidelines for improving dissertation assessment: a case study
Pathirage, CP, Haigh, RP, Amaratunga, RDG and Baldry, D 2006, Good practice guidelines for improving dissertation assessment: a case study , in: Education in a Changing Environment, 12-13 January 2006, University of Salford, UK. (Unpublished)
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There have been increasing calls for higher education, during the last decade, to improve standards, increase the quality of assessment, and for greater accountability of lecturers. The need to ensure quality, consistency and improved criteria of assessment is greatly emphasised within modules where assessment is through one large piece of work such as a dissertation. This paper highlights the main findings of the literature and the case study phase from a research project that aimed to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment. The case study included several components like two dissertation assessment exercises, a workshop organised among dissertation assessors and analysis of previous years’ dissertation assessment results. Outcomes of these components are outlined using appropriate statistical analyses. The paper highlights the many challenges that a Programme Leader faces, when devising an assessment strategy for a dissertation module.
|Item Type:||Conference or Workshop Item (Paper)|
|Themes:||Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education|
Subjects outside of the University Themes
|Schools:||Colleges and Schools > College of Science & Technology > School of the Built Environment|
Colleges and Schools > College of Science & Technology > School of the Built Environment > Centre for Disaster Resilience
Colleges and Schools > College of Science & Technology > School of the Built Environment > Centre for Property and Facilities Management
|Depositing User:||Institutional Repository|
|Date Deposited:||02 Jun 2009 15:57|
|Last Modified:||20 Aug 2013 16:57|
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