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Upton, Penney and Taylor, Charlotte (2013) Is Online Patchwork Text Assessment a Panacea for Assessment Practices in Higher Education? Psychology Teaching Review, 19 (1). pp. 41-46.
Full text not available from this repository. (Request a copy)Abstract
Although assessment is acknowledged as being of central importance to the student learning experience,
assessment practices have been consistently highlighted as one of the weakest features by the Quality Assurance
Agency and identified by many as a crisis within higher education. This paper explores the use of Patchwork
Text Assessment within a level 6 undergraduate psychology module and considers the potential of this method
for enhancing the learning experiences of psychology undergraduates, facilitating the process of self-reflection
and allowing students to make explicit the nature of their learning ‘journey’.
| Item Type: | Article |
|---|---|
| Additional Information: | The electronic full-text cannot be accessed for this article. Please check availability with your local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | formative assessment, patchwork text assessment, e-portfolios, student learning, reflection. |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education B Philosophy. Psychology. Religion > BF Psychology |
| Divisions: | College of Business, Psychology and Sport > School of Psychology |
| Depositing User: | Charlotte Taylor |
| Date Deposited: | 07 Mar 2013 12:14 |
| Last Modified: | 17 Jun 2020 16:59 |
| URI: | https://worc-9.eprints-hosting.org/id/eprint/2209 |
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