Improving dissertation assessment

Pathirage, CP, Haigh, RP, Amaratunga, RDG, Baldry, D and Green, CM 2004, Improving dissertation assessment , in: Education in a Changing Environment, 13-14 September 2004, University of Salford, UK. (Unpublished)

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During the last decade, there have been increasing calls for higher education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. Dissertation modules typically pose further problems for assessment consistency due to the large number of students and the resultant need for large numbers of lecturers to participate in its assessment. This paper synthesises the initial literature findings from an on-going research project that aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment.

Item Type: Conference or Workshop Item (Paper)
Additional Information: ISBN: 9780902896802
Themes: Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
Subjects outside of the University Themes
Schools: Schools > School of the Built Environment > Centre for Urban Processes, Resilient Infrastructures & Sustainable Environments
Refereed: Yes
Depositing User: Institutional Repository
Date Deposited: 02 Jun 2009 15:26
Last Modified: 15 Feb 2022 17:41

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