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dc.contributor.authorRussell, M.
dc.date.accessioned2008-11-13T14:34:51Z
dc.date.available2008-11-13T14:34:51Z
dc.date.issued2006
dc.identifier.citationRussell , M 2006 , ' Evaluating the weekly-assessed tutorial sheet approach to assessment: the students' experience ' , Journal for the Enhancement of Learning and Teaching , vol. 3 , no. 1 , pp. 37-47 .
dc.identifier.issn1743-3932
dc.identifier.otherPURE: 129424
dc.identifier.otherPURE UUID: 15baaf34-d73f-4866-8ab6-aa6f3e9e0d8b
dc.identifier.otherdspace: 2299/2598
dc.identifier.otherScopus: 33750222142
dc.identifier.urihttp://hdl.handle.net/2299/2598
dc.description.abstractEvaluations of teaching and assessment interventions often focus on pre- and postintervention changes in examination and/or coursework performance. Whilst these are important indicators in their own right, it is interesting also to review the student view of the intervention. This paper adds a further perspective to the examination performance improvements resulting from the introduction of Weekly-Assessed Tutorial Sheets (see Russell, 2005) by focusing on the voice of the student. In the case presented here, changing the assessment strategy not only improved the examination performance but also gave rise to improvements in Student Feedback Questionnaire (SFQ) returns as well as other positive observations about the experience. What is particularly interesting from the feedback is the fact that the students recognised the value of the assessment, wanted to see the approach transported to other modules and yet many were reluctant to commit to doing the work unless it counted towards their grade for the module.en
dc.language.isoeng
dc.relation.ispartofJournal for the Enhancement of Learning and Teaching
dc.rightsOpen
dc.titleEvaluating the weekly-assessed tutorial sheet approach to assessment: the students' experienceen
dc.contributor.institutionLearning and Teaching Innovation Centre
dc.description.statusPeer reviewed
dcterms.dateAccepted2006
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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