Knight, Peter T.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1080/13538320220127506|
|Google Scholar:||Look up in Google Scholar|
This paper explores the dependability of assessments of student achievement when used as performance indicators for internal and external quality monitoring (IQM and EQM). Problems are identified that jeopardise attempts to monitor, control and enhance quality in higher education. Responses are suggested with preference being given to a radical approach based on accepting that reliable national data about complex student achievements are not to be had. It is argued that this means that reliance on EQM is unwise and that more attention should be paid to internal quality enhancement.
|Item Type:||Journal Article|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||16 May 2006|
|Last Modified:||07 Feb 2017 11:16|
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