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Assessment: What Drives Innovation?
2008
Journal of University Teaching and Learning Practice
The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this paper. Within this framework, we explore how the demands made on practitioners may influence current reported assessment practices. The reasons given by practitioners for implementing innovations in assessment illuminate the ways in which academics are attempting to meet these demands. Using data from a
doi:10.53761/1.5.1.5
fatcat:ybchxva74jbexhnjlmnuqbjw6u