The resurgence of external examining in Britain: A historical review

Brooks, Val

doi:10.1080/00071005.1993.9973949

Cited by 3 publications

(3 citation statements)

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“…To be sure, where instructors are entrusted with their particular assessment (with a reduction in formal external examinations), the heap and duty will increase. This pattern is general (Brooks, 1993) Deliberately or something else, assessments assume a huge job in your genuine educating. For example, your assessments may happen casually amid assessment of your guidance and go about as drive for helping the student; or, at the other outrageous, a formal assessment towards the end of the course may determine the prospects of someone's profession.…”

Section: Assessment For You As Teachermentioning

confidence: 94%

Impact of Formative Assessment and Feedback on Higher Education

Din

Faizi

Khan

2018

GSSR

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This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

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Section: Assessment For You As Teachermentioning

confidence: 94%

Impact of Formative Assessment and Feedback on Higher Education

Din

Faizi

Khan

2018

GSSR

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“…Modern Era: The 19th century saw the establishment of standardized examination systems in various countries. Notable examples include the British "General Certificate of Education" (GCE) exams and the French "baccalauréat" exams (Brooks, 1993). 5.…”

Section: Figure 1: Overview Of the Evolution Of Written Exams And Testsmentioning

confidence: 99%

ChatGPT-Proofing: Redesigning Assessment Practices for E-Learning

Gundu

2023

ECEL

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The 21st century has ushered in a profound transformation in the realm of education, fueled by the widespread integration of e-learning, fueled by technological advancements and the pursuit of adaptable and accessible learning modalities. As the e-learning landscape continues to evolve, a pertinent question emerges: Do conventional assessment methods align effectively with the exigencies of the digital era and the competencies imperative for thriving in the knowledge economy? This systematic literature review undertakes a comprehensive exploration of this significant question. Through a meticulous synthesis and analysis of a diverse body of existing research, this review effectively brings to light compelling evidence that underscores the pressing need for the redesign of assessment practices within the context of e-learning. In probing this multifaceted subject, the review critically examines how traditional assessment approaches may fall short in capturing the intricacies of modern-day skillsets, critical thinking proficiencies, and adaptability demanded by the swiftly evolving digital landscape. In its conclusion, this study serves as a pivotal catalyst for change, illuminating the urgency and potential benefits of reimagining assessment practices for the dynamic realm of 21st-century e-learning. Based on the findings, it provides stakeholders with prudent and actionable recommendations, empowering them to embark on a purposeful journey of redesigning assessment strategies. By proactively embracing these recommendations, educators, policymakers, and institutions can engender a learner-centric ecosystem that optimally nurtures and empowers learners for a future defined by innovation and adaptability.

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“… 1 For previous empirical studies in the British context see, Brooks (1993, 2008), Sutherland (1984), Roach (1971), and Montgomery (1965). …”

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confidence: 99%

The Examined Life

Allen

2013

American Educational Research Journal

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The spread of examination throughout educational institutions is often viewed as an overly constraining influence, one that distorts pedagogic relationships and prevents more genuine educational activities from taking place. This critique of examination ignores the extent to which the structure of the school and the soul of the child are already constituted by examining techniques. A survey of the 19th-century emergence of mass schooling shows that examining techniques have long been embedded in schools. The early development of mass schooling incorporated two distinct and enduring approaches to the formation of souls: disciplinary and pastoral examination. These examining practices would help construct the kind of self-governing subjectivities required by the nation-state. Those who seek to confront practices of examination today face a task that is far more demanding than it first appears. This confrontation would involve nothing less than a rigorous and wide-ranging critique of how examination and schooling in their various forms continue to assemble us as subjects of power.

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The resurgence of external examining in Britain: A historical review

Cited by 3 publications

References 3 publications

Impact of Formative Assessment and Feedback on Higher Education

Impact of Formative Assessment and Feedback on Higher Education

ChatGPT-Proofing: Redesigning Assessment Practices for E-Learning

The Examined Life

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