An exploration of congruence and disjunction between academics' thinking when assessing and their beliefs about assessment practice

dc.contributor.authorOrrell, Janice Eleanor
dc.date.accessioned2010-07-27T06:34:06Z
dc.date.available2010-07-27T06:34:06Z
dc.date.issued2004en_US
dc.description.noteOxford, UKen
dc.identifier.citationOrrell, J.E., 2004. An exploration of congruence and disjunction between academics' thinking when assessing and their beliefs about assessment practice. Improving Student Learning: Theory, Research and Scholarship: the 11th Improving Student Learning Symposium, 186-199.en
dc.identifier.isbn'9780415955843
dc.identifier.rmid2006017433en_US
dc.identifier.urihttp://hdl.handle.net/2328/12215
dc.publisherOxolian Rewley Pressen_US
dc.relation.ispartofImproving Student Learning Symposiumen_US
dc.subject.forgroup1302 Curriculum and Pedagogyen_US
dc.titleAn exploration of congruence and disjunction between academics' thinking when assessing and their beliefs about assessment practiceen_US
dc.typeConference paperen_US
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