Comparability in degree awards
Implications of two decades of secondary-level examinations research
Bibliographic Data
| ID | 4097399 |
|---|---|
| Authors | Sandra Johnson (0000-0002-7440-525X, University of Geneva, corresponding author) |
| Year | 1988 |
| Volume | 13 |
| Issue | 2 |
| Pages | 177-187 |
| Publication date | 1988-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078812331377856 |
| OpenAlex | W2030231464 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
Any debate about standards in higher education should embrace the issue of comparability in degree awards. Yet the question of assessment comparability at this level has been addressed relatively infrequently, and even more rarely specifically researched. It seems an opportune moment to draw the attention of those involved in tertiary-level examining to the wealth of relevant knowledge already accumulated through comprehensive analytical and empirical research within the field of examinations at secondary level. This paper attempts to draw out implications for comparability investigation within higher education, in the light of salient findings from the cumulated experience of the two decades of secondary-level research
Comparability · Higher education · Mathematics education · Political science · Salient · Evaluation of Teaching Practices · Higher Education Learning Practices · Mathematics · Psychology · Student Assessment and Feedback
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 1992 - 1999 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |