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Moving beyond face value: Re-envisioning higher education evaluation as a generator of professional knowledge

Darwin, Stephen

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Conventional student-led evaluation is now an orthodox feature of the North American, UK and Australian higher education landscape. Increasingly, it is guiding major institutional decisions around educational quality, academic promotion and more recently

dc.contributor.authorDarwin, Stephen
dc.date.accessioned2015-12-10T23:22:43Z
dc.identifier.issn0260-2938
dc.identifier.urihttp://hdl.handle.net/1885/66637
dc.description.abstractConventional student-led evaluation is now an orthodox feature of the North American, UK and Australian higher education landscape. Increasingly, it is guiding major institutional decisions around educational quality, academic promotion and more recently
dc.publisherUniversity of Bath
dc.sourceAssessment and Evaluation in Higher Education
dc.subjectKeywords: collaborative engagement; learning evaluation; student evaluation
dc.titleMoving beyond face value: Re-envisioning higher education evaluation as a generator of professional knowledge
dc.typeJournal article
local.description.notesImported from ARIES
local.identifier.citationvolume37
dc.date.issued2012
local.identifier.absfor130103 - Higher Education
local.identifier.ariespublicationf5625xPUB1318
local.type.statusPublished Version
local.contributor.affiliationDarwin, Stephen, ANU College of Law, ANU
local.description.embargo2037-12-31
local.bibliographicCitation.issue6
local.bibliographicCitation.startpage733
local.bibliographicCitation.lastpage745
local.identifier.doi10.1080/02602938.2011.565114
local.identifier.absseo930299 - Teaching and Instruction not elsewhere classified
dc.date.updated2016-02-24T08:45:00Z
local.identifier.scopusID2-s2.0-84866031885
local.identifier.thomsonID000312369200004
CollectionsANU Research Publications

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