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Thesis

Using student views to develop a formative assessment policy in a sixth-form History department

Abstract:

This project sought to explore the views of sixth-form history students concerning the efficacy of their department’s formative assessment policy, and builds on my part 2 research into student views of self and peer marking. The project first consisted of a literature review in order to provide the grounding needed to adapt the department’s current assessment policy. This policy was then implemented by all staff in the department at the start of the academic year. Questionnaires and group ...

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Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford

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