Learning and Teaching in Higher Education
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Learning and Teaching in Higher Education

Perspectives from a Business School

Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning.
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Chapter 28: Demystifying the assessment criteria

Gayatri Patel

Abstract

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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