Improving dissertation assessment

Pathirage, CP; Haigh, RP; Amaratunga, RDG; Baldry, D; Green, CM

Abstract

During the last decade, there have been increasing calls for higher education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. Dissertation modules typically pose further problems for assessment consistency due to the large number of students and the resultant need for large numbers of lecturers to participate in its assessment. This paper synthesises the initial literature findings from an on-going research project that aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment.

Citation

Pathirage, C., Haigh, R., Amaratunga, R., Baldry, D., & Green, C. (2004, September). Improving dissertation assessment. Presented at Education in a Changing Environment, University of Salford, UK

• Presentation Conference Type: Other
• Conference Name: Education in a Changing Environment
• Conference Location: University of Salford, UK
• Start Date: Sep 13, 2004
• End Date: Sep 14, 2004
• Deposit Date: Jun 2, 2009
• Publicly Available Date: Sep 11, 2017
• Publisher URL: http://www.ece.salford.ac.uk/proceedings/papers/chp_04.rtf
• Additional Information: Additional Information : ISBN: 9780902896802; Event Type : Conference