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      Supporting the development of assessment literacy of staff through institutional process change

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          Abstract

          This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 December 2015
          : 13
          : 3
          : 34-41
          Article
          1474-8460(20151201)13:3L.34;1- s5.phd /ioep/clre/2015/00000013/00000003/art00005
          10.18546/LRE.13.3.05
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          Assesment research commentaries

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          London Review of Education
          Volume 13, Issue 3

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