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dc.contributor.authorAlexander, Paul
dc.contributor.authorWorst, Tertia
dc.contributor.editorL. Gmez Chova
dc.contributor.editorD. Mart Belenguer
dc.contributor.editorI. Candel Torres
dc.date.accessioned2017-01-30T14:02:15Z
dc.date.available2017-01-30T14:02:15Z
dc.date.created2010-08-29T20:02:50Z
dc.date.issued2010
dc.identifier.citationAlexander, Paul and Worst, Tertia. 2010. Assessment outcomes : factors influencing the distribution of marks, in Chova, L. and Belenguer, D. and Torres, I. (ed), International Technology, Education and Development Conference 2010 (INTED 2010). Valencia, Spain: International Association of Technology, Education and Development (IATED).
dc.identifier.urihttp://hdl.handle.net/20.500.11937/37365
dc.description.abstract

Assessment is an integral and crucial part of university education. Much research has been reported on its different forms, its outcomes, and the means of maximising its reliability and accuracy. Assessment outcomes must meet the needs of several diverse groups of internal and external stakeholders. Students require suitable grades and expect equity and reliability of marks. Employers require evidence of competency. Assessment statistics are a health indicator for courses; they impact community and professional perception of courses and graduates, and are key to teachers’ performance management. Universities use assessment statistics as an input into rankings and they even impact the institution’s "brand". Such a diverse range of objectives of assessment outcomes may therefore generate conflicting forces which can impact the statistical distributions of marks.This paper is an exploratory study to determine the factors influencing the marks distribution patterns of a series of 37 units delivered as part of a logistics course over a period of 18 months. It finds clear factors such as quality of student intake, methods of delivery and differences in teaching and content all influence the patterns, but there are statistical indicators of more subtle influences, generated by the needs of the stakeholders. It also leads to clear directions of further research and a possible model, which focuses on organisational culture, policies and motivations of assessors and the assessment process and their interaction.

dc.publisherInternational Association of Technology, Education and Development (IATED)
dc.subjectAssessment
dc.subjectuniversity
dc.subjectmarks distribution
dc.subjectassessment influencing factors
dc.subjectassessment - policy
dc.titleAssessment outcomes : factors influencing the distribution of marks
dc.typeConference Paper
dcterms.source.titleProceedings of the International Technology, Education and Development Conference 2010
dcterms.source.seriesProceedings of the International Technology, Education and Development Conference 2010
dcterms.source.isbn9788461355389
dcterms.source.conferenceInternational Technology, Education and Development Conference 2010 (INTED 2010)
dcterms.source.conference-start-dateMar 8 2010
dcterms.source.conferencelocationValencia, Spain
dcterms.source.placeSpain
curtin.accessStatusOpen access
curtin.facultyCurtin Business School
curtin.facultySchool of Information Systems


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