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Accelerating the assessment agenda: thinking outside the black box

By Denise M. Whitelock


Over the last 10 years, learning and teaching in higher education have benefited from advances in social constructivist and situated learning research (Laurillard, 1993). In contrast, assessment has remained largely transmission orientated in both conception and in practice (see Knight & Yorke, 2003). This paper examines a number of recent developments, which exhibit innovation in electronic assessment developed at the UK's Open University. This paper argues for the development of new forms of e-assessment where the main driver is that of sound pedagogy rather than state of the art technological know-how and where open source products can move the field forward

Publisher: Luxembourg: Office for Official Publications of the European Communities
Year: 2008
OAI identifier: oai:oro.open.ac.uk:11912
Provided by: Open Research Online

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