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Improving dissertation assessment

Pathirage, C. P., Haigh, Richard, Amaratunga, Dilanthi, Baldry, D. and Green, C. M. (2004) Improving dissertation assessment. In: Education in a Changing Environment: Scholarship, Educational Research and Development at the University of Salford: Proceedings of the University of Salford's 2nd Learning and Teaching Research Conference. University of Salford. ISBN 9780902896802

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During the last decade, there have been increasing calls for higher education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. Dissertation modules typically pose further problems for assessment consistency due to the large number of students and the resultant need for large numbers of lecturers to participate in its assessment. This paper synthesises the initial literature findings from an on-going research project that aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment.

Item Type: Book Chapter
Subjects: L Education > L Education (General)
Schools: School of Art, Design and Architecture
School of Art, Design and Architecture > Global Disaster Resilience Centre
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Depositing User: Sharon Beastall
Date Deposited: 02 Dec 2014 13:20
Last Modified: 28 Aug 2021 18:41


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