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Formative assessment and student success

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

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Formative assessment and student success. / Yorke, Mantz.

Reflections on assessment. ed. / Quality Assurance Agency for Higher Education. Vol. 2 Gloucester : Quality Assurance Agency for Higher Education, 2005. p. 125-137.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Yorke, M 2005, Formative assessment and student success. in QAAFHE (ed.), Reflections on assessment. vol. 2, Quality Assurance Agency for Higher Education, Gloucester, pp. 125-137. <http://www.enhancementthemes.ac.uk/docs/publications/reflections-on-assessment-volume-ii.pdf>

APA

Yorke, M. (2005). Formative assessment and student success. In Q. A. A. F. H. E. (Ed.), Reflections on assessment (Vol. 2, pp. 125-137). Quality Assurance Agency for Higher Education. http://www.enhancementthemes.ac.uk/docs/publications/reflections-on-assessment-volume-ii.pdf

Vancouver

Yorke M. Formative assessment and student success. In QAAFHE, editor, Reflections on assessment. Vol. 2. Gloucester: Quality Assurance Agency for Higher Education. 2005. p. 125-137

Author

Yorke, Mantz. / Formative assessment and student success. Reflections on assessment. editor / Quality Assurance Agency for Higher Education. Vol. 2 Gloucester : Quality Assurance Agency for Higher Education, 2005. pp. 125-137

Bibtex

@inbook{4ddcf53a47df49a29e2a0097a89709fc,
title = "Formative assessment and student success",
abstract = "There are plenty of claims to the power of formative assessment, yet formativeassessment is rarely used to fullest advantage in UK higher education. Causes of thisweakness can be discerned in curricular structures and pedagogy, and their effect ismagnified as the pressures increase on the sector to enhance student employabilityand to make 'efficiency gains'. The argument of this paper is that a realisation of thefull potential of formative assessment will require substantial attention to bothcurricular structure and pedagogy.",
author = "Mantz Yorke",
year = "2005",
language = "English",
volume = "2",
pages = "125--137",
editor = "{Quality Assurance Agency for Higher Education}",
booktitle = "Reflections on assessment",
publisher = "Quality Assurance Agency for Higher Education",

}

RIS

TY - CHAP

T1 - Formative assessment and student success

AU - Yorke, Mantz

PY - 2005

Y1 - 2005

N2 - There are plenty of claims to the power of formative assessment, yet formativeassessment is rarely used to fullest advantage in UK higher education. Causes of thisweakness can be discerned in curricular structures and pedagogy, and their effect ismagnified as the pressures increase on the sector to enhance student employabilityand to make 'efficiency gains'. The argument of this paper is that a realisation of thefull potential of formative assessment will require substantial attention to bothcurricular structure and pedagogy.

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

M3 - Chapter

VL - 2

SP - 125

EP - 137

BT - Reflections on assessment

A2 - null, Quality Assurance Agency for Higher Education

PB - Quality Assurance Agency for Higher Education

CY - Gloucester

ER -