MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02124nam a22002897a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241119095928.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241108b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
1469-7874 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB2300 ACT |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jessop, Tansy |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Mind the gap: |
| Remainder of title |
an analysis of how quality assurance processes influence programme assessment patterns |
| Statement of responsibility, etc. |
created by Tansy Jessop, Nicole McNab, and Laura Gubby |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
London: |
| Name of producer, publisher, distributor, manufacturer |
Sage Publications, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2012. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Active learning in higher education; |
| Volume/sequential designation |
Volume 13, Number 2 |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders’ attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Academic structures |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Formative assessment |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Modularization |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McNab, Nicole |
| Relator term |
co-author |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Gubby, Laura |
| Relator term |
co-author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1177/1469787412441285 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |