Grading student echievement in Higher education: (Record no. 1125)

MARC details
000 -LEADER
fixed length control field 01639nam a22002057a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20230503075855.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 230503b |||||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780415393966
040 ## - CATALOGING SOURCE
Original cataloging agency DLC
Language of cataloging en
Transcribing agency DLC
050 ## - DUCE LIBRARY CALL NUMBER
Classification number DUCE LB2368.Y67
100 ## - AUTHOR
Personal name Yorke, M.
Fuller form of name Mantz Yorke
245 ## - TITLE STATEMENT
Title Grading student echievement in Higher education:
Remainder of title Signals and shortcomings/
Statement of responsibility, etc. Mantz Yorke.
260 ## - PUBLISHER
Place of publication New York:
Name of publisher Routledge,
Date of publication 2008.
300 ## - PHYSICAL DESCRIPTION
Volume, Pages xiii,239 p. :
Other physical details ill. ;
Dimensions 24 cm.
500 ## - GENERAL NOTE
General note includes bibliographic reference and index
520 ## - ABSTRACT
Summary, etc. A good degree opens doors which otherwise might remain closed. Yet, as higher education is now a mass rather than an elite system, what is expected of its graduates is different from the expectations of previous generations. Students are expected not only to be able to demonstrate high standards of academic achievement, but also a variety of capabilities that have at different times been given labels such as ‘generic skills’ and ‘transferable skills’. These abilities are difficult to grade for a variety of reasons and some graduates may be losing out because their particular strengths are given insufficient acknowledgement in current summative assessment practices. this book appraises the way in which summative assessment in higher education is approached and shows that the foundations of current practices (in the UK and elsewhere) are of questionable robustness. It argues that there is a need to widen the assessment frame if the breadth of valued student achievements is to be recognized adequately.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Discipline Education
Subject Grading
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Books
Suppress in OPAC No
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection Home library Current library Shelving location Date acquired Total checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
    Library of Congress Classification     Education Collection DUCE LIBRARY DUCE LIBRARY Education: Shelf LB1139.23 – LB2844.1.A8.M648 05/03/2023   DUCE LB2368.Y67 000000174258 05/03/2023 1 05/03/2023 Books