We present some key findings of a four-year, two-phase writing assessment project at Central Michigan University: Phase One (2002), a survey of faculty members (n=115) and subsequent focus groups (n=14) and Phase Two (2005), an evaluation of two samples of student writing (n=635 and 632). Major findings of Phase One reported here include the…

Explores how a portfolio assessment project in the University of Cape Town's Chemistry Department developed (within staff) new understandings of the role of writing as a vehicle for learning, which resulted in a reexamination of the relationship of the written assignments to the existing curriculum. Discusses challenges of designing assessment…

This article attempts to structure student assessment practices in the classroom. Informed by fourth generation evaluation, it discusses a pedagogy based on a recursive framework of writing, assessment, and reflection activities that move students toward productive praxis. Implemented over three semesters at a land grant university in the U.S.,…

The availability of multi-media technologies in education has made the option of independent learning increasingly attractive. Whilst independent learning presents learners with a more flexible learning context, it also presents new challenges in assessment in that the onus is placed upon the learners themselves to monitor and evaluate their own…