LATHE

Issue 1, 2004-05, Scholarship of Assessment

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Hard copies of Issue 1 can be obtained by contacting lathe@glos.ac.uk.

Lathe Issue 1

Contents

Editors' Introduction

Articles

Conditions Under Which Assessment Supports Students' Learning
Graham Gibbs and Claire Simpson pp.3-31

Agreement in Student Performance in Assessment
David James and Scott Fleming pp.32-50

Assessment of Student Learning: promoting a scholarly approach
Lorraine Stefani pp.51-66

Unfulfilled Promise: formative assessment using computer-aided assessment
Martin Jenkins pp.67-80

Assessment for Learning
Sally Brown pp.81-89

Case Studies

A Presentation: a preferred route for assessment in Counsellor Training
Di Brothers pp.90-92

Demystifying Marking: reflections on developing and using grade descriptors
Ben Calvert pp.93-97

An Aligned Assessment to Promote Learning About Collaboration Between Health and Care Professionals
Colleen Connor pp.98-101

Student Self-evaluation of Coursework Assignments: a route to better perception of quality
Averil Macdonald pp.102-107

Triadic Peer Review in Scenario-based Assessments
Debra Nestel, Roger Kneebone & Jane Kidd pp.108-111

A Framework for Formative Assessment: initiating quality learning conversations
Alan Robinson & Mark Udall pp.112-115

Supporting 'HOCS Learning' via Students' Self-assessment of Homework Assignments
Uri Zoller pp.116-118

Book Reviews

Jude Carroll — A Handbook for Deterring Plagiarism in Higher Education
Reviewed by Susanna Capon pp.119-121

Peter Knight & Mantz Yorke — Assessment, Learning and Employability
Reviewed by Christine Shiel pp.122-125

Rowenna Murray — How to Survive Your Viva: defending a thesis in an oral examination
Reviewed by Mary Fuller pp.126-128

Peter Schwartz & Graham Webb (eds) — Assessment: case studies, experience and practice from higher education
Reviewed by Vicky Bush pp.129-131