The use of self-assessment schedules in negotiated learning

Boud,D 1992, The use of self-assessment schedules in negotiated learning, Studies in higher education, vol. 17, no. 2, pp. 185-200, doi: 10.1080/03075079212331382657.

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Title The use of self-assessment schedules in negotiated learning
Author(s) Boud,DORCID iD for Boud,D
Journal name Studies in higher education
Volume number 17
Issue number 2
Start page 185
End page 200
Total pages 16
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 1992
ISSN 0307-5079
Summary The paper describes an approach to assessment in which students create a comprehensive and analytical summary of their learning in a given subject. The self-assessment schedule, as it is called, has been used in contexts in which there is an emphasis on self-directed and negotiated learning. Unlike most assessment methods which focus on a relatively few aspects of a subject in some depth, the aim of the self-assessment schedule is to capture and account for a wide range of formal and informal learning. The application of the schedule in postgraduate courses is discussed and the views of staff and students reported.
Language eng
DOI 10.1080/03075079212331382657
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
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