The Management of Assessment in Higher Education
Bibliographic Data
| ID | 19378285 |
|---|---|
| Authors | Mantz Yorke (Liverpool John Moores University, corresponding author) |
| Year | 1998 |
| Volume | 23 |
| Issue | 2 |
| Pages | 101-116 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260293980230201 |
| OpenAlex | W1968359948 |
| Language | EN |
| Citations received | 7 |
| References cited | 6 |
The management of assessment—in contrast to assessment methods themselves—has received surprisingly little attention in the literature, yet is of considerable importance at a time when students are increasingly taking on customer‐like roles, with all that this implies for complaints, appeals and—in extreme circumstances—litigation. It is argued that three broad conditions need to be satisfied if the management of assessment is to be effective: there has to be a clear definition of the purpose(s) to be served; a strategy designed to lead to the fulfilment of purpose(s); and an operationalisation that ‘works’. This paper considers factors (at institutional, departmental and individual levels) that bear on the satisfaction of these conditions, and how they interrelate. It concludes by making a number of general recommendations regarding practice
Higher education · Political science · Public relations · Evaluation of Teaching Practices · Law · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation
Reliability and equity of subject delivery competencies
Thinking Strategically about Assessment
The whole is greater than the sum of its parts
European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic
Application of ICT and rubrics to the assessment process where professional judgement is involved
The Value of a Programme-wide Approach to Assessment
| Citations per year | 0.27 |
|---|---|
| Citation span | 2000 - 2021 (22) |
| Highly cited | No |