Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Active Learning in Higher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Rust, C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Impact of Assessment on Student Learning

How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?

Chris Rust

Oxford Brookes University, UK

In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students’ learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment.

Key Words: assessment • assessment strateg ies • learnercentred assessment • student lear ning

Active Learning in Higher Education, Vol. 3, No. 2, 145-158 (2002)
DOI: 10.1177/1469787402003002004
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Active Learning in Higher EducationHome page
A. Gillett and A. Hammond
Mapping the maze of assessment: An investigation into practice
Active Learning in Higher Education, July 1, 2009; 10(2): 120 - 137.
[Abstract] [PDF]

Home page
 Active Learning in Higher EducationHome page
A. M. Rae and D. K. Cochrane
Listening to students: How to make written assessment feedback useful
Active Learning in Higher Education, November 1, 2008; 9(3): 217 - 230.
[Abstract] [PDF]

Home page
 Active Learning in Higher EducationHome page
D. Railton and P. Watson
Teaching autonomy: 'Reading groups' and the development of autonomous learning practices
Active Learning in Higher Education, November 1, 2005; 6(3): 182 - 193.
[Abstract] [PDF]

Home page
 Active Learning in Higher EducationHome page
A. Mutch
Exploring the Practice of Feedback to Students
Active Learning in Higher Education, March 1, 2003; 4(1): 24 - 38.
[Abstract] [PDF]