03023nam 2200697Ia 450 991045745280332120200520144314.01-280-95431-097866109543150-335-22605-1(CKB)1000000000361559(EBL)290354(OCoLC)437177373(SSID)ssj0000106842(PQKBManifestationID)11684529(PQKBTitleCode)TC0000106842(PQKBWorkID)10131960(PQKB)10338439(SSID)ssj0000482834(PQKBManifestationID)11337959(PQKBTitleCode)TC0000482834(PQKBWorkID)10526538(PQKB)10836154(MiAaPQ)EBC290354(Au-PeEL)EBL290354(CaPaEBR)ebr10409200(CaONFJC)MIL95431(EXLCZ)99100000000036155920031124d2003 uy 0engur|n|---|||||txtccrAssessment, learning and employability[electronic resource] /Peter T. Knight, Mantz YorkeMaidenhead Society for Research into Higher Education & Open University Press20031 online resource (258 p.)Description based upon print version of record.0-335-21229-8 0-335-21228-X Includes bibliographical references and index.Cover; Half Title; Title; Copyright; Contents; Preface; Chapter 01; Chapter 02; Chapter 03; Chapter 04; Chapter 05; Chapter 06; Chapter 07; Chapter 08; Chapter 09; Chapter 10; Chapter 11; Chapter 12; Chapter 13; Chapter 14; References; IndexWhat is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed?. In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and whEducationEvaluationEducational tests and measurementsGreat BritainAcademic achievementTestingElectronic books.EducationEvaluation.Educational tests and measurementsAcademic achievementTesting.378.1660941Knight Peter1950-146177Yorke Mantz931978Society for Research into Higher Education.MiAaPQMiAaPQMiAaPQBOOK9910457452803321Assessment, learning and employability2096267UNINA