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Formative assessment in higher education: its significance for employability, and steps towards its enhancement

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Formative assessment in higher education: its significance for employability, and steps towards its enhancement. / Yorke, Mantz.
In: Tertiary Education and Management, Vol. 11, No. 3, 2005, p. 219-238.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Yorke M. Formative assessment in higher education: its significance for employability, and steps towards its enhancement. Tertiary Education and Management. 2005;11(3):219-238. doi: 10.1080/13583883.2005.9967148

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@article{1b9fce01488c4f8c824d30c808e9594d,
title = "Formative assessment in higher education: its significance for employability, and steps towards its enhancement",
abstract = "Research shows that formative assessment can exert a powerful effect on student learning, yet the complexity of formative assessment is not well understood and some curricular structures and practices do not fully exploit its potential. This article outlines the background to the political promotion of employability and shows that institutional responses are influenced by multiple considerations. It discusses formative assessment and models it as a complex signalling system before considering the implications, for students{\textquoteright} employability, of accentuating the attention given to formative assessment. The potential for action is discussed with reference to three levels: those of the institution, the department, and the individual academic.",
author = "Mantz Yorke",
year = "2005",
doi = "10.1080/13583883.2005.9967148",
language = "English",
volume = "11",
pages = "219--238",
journal = "Tertiary Education and Management",
issn = "1358-3883",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Formative assessment in higher education

T2 - its significance for employability, and steps towards its enhancement

AU - Yorke, Mantz

PY - 2005

Y1 - 2005

N2 - Research shows that formative assessment can exert a powerful effect on student learning, yet the complexity of formative assessment is not well understood and some curricular structures and practices do not fully exploit its potential. This article outlines the background to the political promotion of employability and shows that institutional responses are influenced by multiple considerations. It discusses formative assessment and models it as a complex signalling system before considering the implications, for students’ employability, of accentuating the attention given to formative assessment. The potential for action is discussed with reference to three levels: those of the institution, the department, and the individual academic.

AB - Research shows that formative assessment can exert a powerful effect on student learning, yet the complexity of formative assessment is not well understood and some curricular structures and practices do not fully exploit its potential. This article outlines the background to the political promotion of employability and shows that institutional responses are influenced by multiple considerations. It discusses formative assessment and models it as a complex signalling system before considering the implications, for students’ employability, of accentuating the attention given to formative assessment. The potential for action is discussed with reference to three levels: those of the institution, the department, and the individual academic.

U2 - 10.1080/13583883.2005.9967148

DO - 10.1080/13583883.2005.9967148

M3 - Journal article

VL - 11

SP - 219

EP - 238

JO - Tertiary Education and Management

JF - Tertiary Education and Management

SN - 1358-3883

IS - 3

ER -