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The value of programme-wide approach to assessment.

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The value of programme-wide approach to assessment. / Knight, Peter T.
In: Assessment and Evaluation in Higher Education, Vol. 25, No. 3, 09.2000, p. 237-251.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Knight, PT 2000, 'The value of programme-wide approach to assessment.', Assessment and Evaluation in Higher Education, vol. 25, no. 3, pp. 237-251. https://doi.org/10.1080/713611434

APA

Knight, P. T. (2000). The value of programme-wide approach to assessment. Assessment and Evaluation in Higher Education, 25(3), 237-251. https://doi.org/10.1080/713611434

Vancouver

Knight PT. The value of programme-wide approach to assessment. Assessment and Evaluation in Higher Education. 2000 Sept;25(3):237-251. doi: 10.1080/713611434

Author

Knight, Peter T. / The value of programme-wide approach to assessment. In: Assessment and Evaluation in Higher Education. 2000 ; Vol. 25, No. 3. pp. 237-251.

Bibtex

@article{349d7ac3ec10442da28bed261f7c8175,
title = "The value of programme-wide approach to assessment.",
abstract = "Reliability is important in the academic judgements that higher education institutions pass to employers, graduate schools and other stakeholders. However, there are well-known limits to the levels of reliability that can be reached at reasonable cost and without sacrificing validity. It is argued that a systemic approach to the assessment of student learning shows how resources may be freed up to invest in securing more reliable assessments where they are desirable and might reasonably be had.",
author = "Knight, {Peter T.}",
year = "2000",
month = sep,
doi = "10.1080/713611434",
language = "English",
volume = "25",
pages = "237--251",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - The value of programme-wide approach to assessment.

AU - Knight, Peter T.

PY - 2000/9

Y1 - 2000/9

N2 - Reliability is important in the academic judgements that higher education institutions pass to employers, graduate schools and other stakeholders. However, there are well-known limits to the levels of reliability that can be reached at reasonable cost and without sacrificing validity. It is argued that a systemic approach to the assessment of student learning shows how resources may be freed up to invest in securing more reliable assessments where they are desirable and might reasonably be had.

AB - Reliability is important in the academic judgements that higher education institutions pass to employers, graduate schools and other stakeholders. However, there are well-known limits to the levels of reliability that can be reached at reasonable cost and without sacrificing validity. It is argued that a systemic approach to the assessment of student learning shows how resources may be freed up to invest in securing more reliable assessments where they are desirable and might reasonably be had.

U2 - 10.1080/713611434

DO - 10.1080/713611434

M3 - Journal article

VL - 25

SP - 237

EP - 251

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 3

ER -