Assessment for learning (AfL) has become an established idea within higher education, based on the evidence that assessment is one of the most powerful drivers of student learning and thus can be harn
Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing wor
Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing wor
Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past forty years. These changes are a response not only to rece
