Formative assessment and student success

Yorke, Mantz (2005) Formative assessment and student success. In: Reflections on assessment. Quality Assurance Agency for Higher Education, Gloucester, pp. 125-137.

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Abstract

There are plenty of claims to the power of formative assessment, yet formative assessment is rarely used to fullest advantage in UK higher education. Causes of this weakness can be discerned in curricular structures and pedagogy, and their effect is magnified as the pressures increase on the sector to enhance student employability and to make 'efficiency gains'. The argument of this paper is that a realisation of the full potential of formative assessment will require substantial attention to both curricular structure and pedagogy.

Item Type:
Contribution in Book/Report/Proceedings
ID Code:
62850
Deposited By:
Deposited On:
12 Mar 2013 15:04
Refereed?:
No
Published?:
Published
Last Modified:
30 Jul 2020 05:49