Learning and assessment credibility: The design of examination strategies in a changing learning environment

dc.creator	Michael Diprose
dc.date	2013-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:11Z
dc.date.available	2015-08-12T11:19:11Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/990e21d6e332499e9452b211bec39498
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27421
dc.description	Learning environments for higher education have changed considerably in the last 20 years, especially since the advent of the internet. In addition to the change in learning technologies has come an increasing politicisation of higher education and in the UK a change from being virtually free in the 1980s to one where annual costs (Sheffield Press Release, 2012) can now be in excess of £9000 p.a. Since there are various routes to attaining higher education and commercialisation and competition are being introduced, the output of the systems, i.e. a student’s learning, is a factor which needs very careful attention and a moderating system is required, external to the educational providers, to ensure even quality. This should test a candidate’s learning, not the educational process. Academic skills are one measure of a candidate, but other qualities are often sought by employers, such as flexibility and breadth of learning to ensure that a company is able to respond to new market challenges and opportunities. Traditional examinations do not always test such skills. It is suggested in this paper, that in order to accommodate the wide variety of routes to education, some candidates might register only for examinations at a university and not the course itself. In addition some ways of obtaining more information about a candidate’s abilities are suggested.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/233/174
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 5, Iss 1, Pp 104-116 (2013)
dc.subject	Assessment
dc.subject	Assessment strategies
dc.subject	Recruitment
dc.subject	Skills development
dc.subject	Examination design
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Learning and assessment credibility: The design of examination strategies in a changing learning environment
dc.type	article