Description

This book surveys the research in higher education and applies some of the concepts to assessment, teaching and learning at lower levels of the education hierarchy. The results of this research suggest that a reconceptualisation of the assessment objectives, which frame the specifications at this level and provide a focus for curriculum development, could influence the way students are taught and the way in which teaching and learning programmes are put together. Such a change could help to reduce the asymmetry between students and teachers and encourage teaching and learning which helps students to 'think in the subject' and champion deep approaches to learning.