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Learning to Mark: Exemplars, Dialogue and Participation in Assessment Communities
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Handley, Karen; den Outer, Birgit; Price, Margaret – Higher Education Research and Development, 2013
The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a "socially situated interpretive act". Research…
Descriptors: Educational Assessment, Higher Education, Foreign Countries, Business Education Teachers