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Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes 总被引：1，自引：7，他引：1
CHRIS RUST MARGARET PRICE BERRY O'DONOVAN 《Assessment & Evaluation in Higher Education》2003,28(2):147-164
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also summarised. 相似文献
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The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them. 相似文献
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In Other (People's) Words: Plagiarism by university students--literature and lessons 总被引：4，自引：2，他引：4
CHRIS PARK 《Assessment & Evaluation in Higher Education》2003,28(5):471-488
This paper reviews the literature on plagiarism by students, much of it based on North American experience, to discover what lessons it holds for institutional policy and practice within institutions of higher education in the UK. It explores seven themes: the meaning and context of plagiarism, the nature of plagiarism by students, how do students perceive plagiarism, how big a problem is student plagiarism, why do students cheat, what challenges are posed by digital plagiarism and is there a need to promote academic integrity? It is concluded that plagiarism is doubtless common and getting more so (particularly with increased access to digital sources, including the Internet), that there are multiple reasons why students plagiarise and that students often rationalise their cheating behaviour and downplay the importance of plagiarism by themselves and their peers. It is also concluded that there is a growing need for UK institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention supported by robust detection and penalty systems that are transparent and applied consistently. 相似文献
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CHRIS ATKIN 《Compare》2003,33(4):507-518
This article considers the nature of rurality as a social construct and its possible implications for policy makers considering lifelong education in the developed economies of the world. The article is based around research carried out in rural England and informed by similar studies underway in Atlantic Canada. Discussion is shaped around three key questions: what is rurality? What effect has rurality on cultural identity and what are rural and urban young peoples' perceptions of formal education? The article argues that rurality has a cultural identity which cuts across other social divisions in society and that using the anthropological definition of ethnic to describe rural people may well represent their interests better. 相似文献