Changing assessment practices. Planning and evaluating the impact of innovations on students’ experiences of assessment

Rosanne Taylor

Abstract


Assessment is frequently the major focus of learning effort for university students. If designed and implemented wisely it can promote effective learning by influencing students’ time spent on learning tasks (Gibbs and Simpson 2005), encourage deep approaches to learning (Prosser and Trigwell 1999), quality of engagement and learning outcomes (Biggs 2003).

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