000			01903nam a2200373 i 4500
001			9931006005204761
005			20210213134346.0
008			200518t20202020enk sb 001 0 eng d
020			_a9781787353664 _qhardback
020			_a9781787353657 _qpaperback
020			_a9781787353640 _qPDF
020			_a9781787353671 _qepub
020			_a9781787353688 _qmobi
040			_aUkLUC _beng _erda _cUkLUC
100	1		_aMcConlogue, Teresa, _eauthor.
245	1	0	_aAssessment and feedback in higher education : _ba guide for teachers / _cTeresa McConlogue.
264		1	_bUCL Press,
300			_a1 online resource.
500			_aThis book is published under a Creative Common 4.0 International licence (CCBY-NC-ND 4.0 International).
504			_aIncludes bibliographical references and index.
505	0		_a1. Introduction -- 2. Key perspectives -- Part I, Designing assessment. 3. Designing assessment for a module -- 4. Designing assessment across a programme -- 5. Reaching out -- Part II, Making judgements. 6. Marker reliability -- 7. Peer and collaborative assessment -- 8. Giving good quality feedback -- Part III, Inclusivity. 9. Inclusive assessment practices -- 10. Conclusion.
533			_aElectronic reproduction. _bLondon : _cUCL Press, _d2020. _nAvailable in PDF format. _nDescription based on contents viewed 18 May 2020.
650		0	_aEducation, Higher _zGreat Britain _xEvaluation
650		0	_aLearning _xEvaluation.
650		0	_aEducational tests and measurements _zGreat Britain.
650		0	_aExaminations _zGreat Britain _xDesign and construction.
650		0	_aEducational tests and measurements _xDesign and construction.
650		0	_aCollege students _xRating of.
856	4	0	_uhttps://doi.org/10.14324/111.9781787353640
999			_c27360 _d27360