Assessment, especially in the first year of higher education: old principles in new wrapping?

This paper is intended to prompt discussion during the on-line REAP conference. The main (but not exclusive) emphasis is on the first year student experience, in which the challenges of transition in to higher education point firmly to the greater importance of formative assessment than summative assessment. Formative and summative assessment may be considered as mutually exclusive categories: however, the distinction between the two assessment is fuzzy and often ambiguous, and in any case students may- for a variety of reasons- concentrate on a summative grade and give little attention to the formative feedback that may have been provided.

  • Institution: Lancaster University
  • Document Published: Monday, 19 November 2007
  • Document Author: Mantz Yorke