Assessment for Learning Within and Beyond the Classroom: by Siew Fun Tang, Loshinikarasi Logonnathan

By Siew Fun Tang, Loshinikarasi Logonnathan

These convention lawsuits specialise in “Assessment for studying: inside and past the school room” in acceptance of the facility of review for studying as a fashion of boosting scholar functionality. They discover the breadth, intensity and caliber of the easiest types and practices, options, classes learnt and speak about situations of profitable implementation of review in the school room and past, together with the digital house. additionally they supply fertile floor for exciting and evaluating responsive evaluate methods and practices in quite new parts of evaluation akin to graduate potential evaluate in view of the necessity for academic associations to facts graduate employability.

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2007). Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education, 8(3), 259–273. Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46, 53–70. , Oon, S. , & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28(2015), 39–52. Lau, L. K. (2003). Institutional factors affecting student retention. Education, 124(1), 126–136.

The Pharmacy Sports Day further supported this finding with its objectives clearly stating that the event was aimed at “improving relations between all pharmacy students from years 1 to 4” and “to build teamwork amongst students”. It was apparent from this description that building rapport was the key objective of this event. It was suggested that these 2 events were a better fit for another category entitled “Festivals and Celebrations”. e. that students may similarly albeit mistakenly connect all sports-related events with “competitions”.

13). 823) in their inferencing skills and were able to read between the lines to obtain deeper meaning of texts. Interviews conducted with both postgraduate students and supervisors revealed similar findings. Both groups highlighted that students had little problems with literal comprehension of texts. A large majority of the students highlighted that they had no problems understanding academic texts and could identify main and Table 4 Supervisors’ and postgraduate students’ perceptions of students’ critical reading skills Items/dimension 1.

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