Titlebook: Enhancing Teaching and Learning through Assessment; Deriving an Appropri Steve Frankland Book 2007 Springer Science+Business Media B.V. 200

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https://doi.org/10.1007/978-3-319-97514-6 are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learning outcomes. This paper illustrates how such assessment tasks, supported by technology, can drive the learning and prevent students from regurgitating plagiarized facts.

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https://doi.org/10.1007/978-3-319-49077-9 of content subjects taken by first-year and third-year BA undergraduates. Specifically, the paper examines students‘ approaches to and attitudes towards OCLA and evaluates the effectiveness of OCLA in addressing subject objectives from the student and teacher perspectives. Findings obtained from fo

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https://doi.org/10.1007/978-3-030-74439-70 students overall. Around 150,000 students are studying undergraduate level courses. Over the last decade, major policy changes have impacted on UK higher education. Following the recommendations of the National Committee of Inquiry into Higher Education (Dearing Report, 1997) and the establishment

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https://doi.org/10.1007/978-3-319-97514-6 a module with students completing the Master of Information in Technology Education at the University of Hong Kong. A series of rich assessment tasks are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learni