Perspectives from a Business School
Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman
Chapter 28: Demystifying the assessment criteria
It is undeniable that assessments form the central focus of a student’s learning and teaching at Higher Education. For this reason, the students’ performance in assessments, particularly at modular level in the initial years of any programme, can have a dominant influence over their passion, work ethic, self-confidence and motivation towards the subject, but also, define the nature of the relationship between the students and the lecturer. For this reason, the implications of the actual or perceived lack of support received in relation to assessments can be significant to both internal and external operations in a university. In this chapter, I share my practice to begin to dilute the myth that the judgement of assessments was undertaken by the ‘elite’ academics, who exercise their ‘academic judgement’, which itself was mysterious in nature and beyond the grasp of students.
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