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By Steve Draper,   Department of Psychology,   University of Glasgow.

(N.B. that in the UK, and here on these pages, "assessment" usually means testing students' learning attainments, while "evaluation" usually refers to measuring and otherwise judging how well a course has been designed and run by staff. In the US, "assessment" usually refers to this latter.)

This set of pages is about principles for good "assessment" (primarily in HE), where "good" mainly means good for students' learning. However we define the scope of the area very broadly to include

  1. not only summative assessment for certificates, but also
  2. formative feedback to students on their completed work, and furthermore
  3. individual advice for students during a task they are engaged on (e.g. in labs, or for projects).

Taken together this still does not include every major part of course design: it does not include curriculum design, nor primary expositions (such as textbooks or lectures), nor in the main conventional seminars and tutorials.

There are several lines of argument independently linking these three things within the scope of a single topic.

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