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003			OSt
005			20230503075855.0
008			230503b |||||||| |||| 00| 0 eng d
020			_a9780415393966
040			_aDLC _ben _cDLC
050			_aDUCE LB2368.Y67
100			_aYorke, M. _qMantz Yorke
245			_aGrading student echievement in Higher education: _bSignals and shortcomings/ _cMantz Yorke.
260			_aNew York: _bRoutledge, _c2008.
300			_axiii,239 p. : _bill. ; _c24 cm.
500			_aincludes bibliographic reference and index
520			_aA 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			_2Education _aGrading
942			_2lcc _cBK _n0
999			_c1125 _d1125