Abstract
Discusses the use of criteria in assessment of undergraduate dissertations. Illustrates how criteria can integrate both analytical and global quality measures of students’ work. Drawing from an analysis of assessments of an undergraduate dissertation argues that criteria need to be debated periodically if consistency is to be maintained. Highlights the importance of clear assessment procedures and emphasises that these procedures need not constrain lecturers. Concludes with discussion of implications for good practice in assessment. Appendices provide an example of an assessment procedure and criteria.
Original language | English |
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Pages (from-to) | 162-171 |
Number of pages | 10 |
Journal | Quality Assurance in Education |
Volume | 6 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Sept 1998 |
Keywords
- Assessment
- Quality
- Standards
- Undergraduates
ASJC Scopus subject areas
- Education