Brown, S. and Knight, P. (1994) _Assessing learners in higher education_. London: Kogan Page (Teaching and learning in higher education). "explicit criteria - the key, we believe, to improved student performance" (p. 7) Recommend diverse mehtods to "remedy inequalities as far as possible" (p. 7) ### Chapter 1 - Distinctions and Definitions "Pigs are not fattened by being weighed, as critics of assessment are quick to point out" (p. 11) Assessment is "a systematic basis for making inferences about the learning and development of students \[...\] the process of defining, selecting, designing, collecting, analysing, interpreting and using information to increase students' learning and development." (Erwin and Ewell, 1991, p. 15) "In these times of public accountability and consumer power, we shall explain that assessment is central to univesities' practices for *total quality management*" (p. 12 - 13, emphasis added) Note the plurality of 'audiences' for assessment 'data' (incl. fb to students) (p.13) "There is a tension between assessment which is done in the spirit of working with someone \[...\] so that the aim it to review, refine and learn, and assessment as a score which as been judged to be a fair summary of one's achievement, and which may simply presented as one number, the symbol of three years' work" (p.13) [[250922 - LitRev Assessment Rewrite]] ### Chapter 2 ARGUES for fitness for purpose, drawing on Total Quality Management ( speficically Oakland, 1989) - first adopted by US defence. Nice. Outcomes - for education, or for employers? "Selecting preferred outcomes \[...\] is not, therefore, a technical problem ,but a moral one" (p. 25)