Abstract
For many people, the term “assessment” is associated with tasks, which are less
than inspiring, which are undertaken only because they are hurdles, which must be
crossed in order to achieve some form of accreditation or to enable entry into work or a further course of study. In this worldview, what is important for the student is the final determination or grade assigned to their work. While summative assessment, in which students submit work that is marked by experts and which contributes partially or fully to a final grade, plays an important role in the lives of students and educators, contemporary thinking about “assessment” is much more expansive.
than inspiring, which are undertaken only because they are hurdles, which must be
crossed in order to achieve some form of accreditation or to enable entry into work or a further course of study. In this worldview, what is important for the student is the final determination or grade assigned to their work. While summative assessment, in which students submit work that is marked by experts and which contributes partially or fully to a final grade, plays an important role in the lives of students and educators, contemporary thinking about “assessment” is much more expansive.
| Original language | English |
|---|---|
| Place of Publication | Glasgow |
| Pages | 1 - 54 |
| Number of pages | 54 |
| Publication status | Published - Jan 2005 |
Keywords
- critical incident analysis
- social work students
- student assessment methods
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Cite this
Crisp, B., Green Lister, P., & Dutton, K. (2005). Integrated assessment: new assessment methods evaluation of an innovative method of assessment-critical incident analysis. (pp. 1 - 54). Glasgow.