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Five myths of assessment
Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
2004 (English)In: Australian Computer Science Communication, Vol. 26, no 5, 57-61 p.Article in journal (Refereed) Published
Abstract [en]

This paper describes some issues concerning assessment and the corresponding motivation for students to work in a desired manner. The issues came from studying assessment in the Runestone project, but are, as we see them, of general interest. Our findings illustrate the need to not take the effects of assessment, nor what it measures, for granted. It is our intention to promote Computer Science Education research as an essential area for improving our education, in this case by exposing myths about assessment as myths.

Place, publisher, year, edition, pages
2004. Vol. 26, no 5, 57-61 p.
Identifiers
URN: urn:nbn:se:uu:diva-48196OAI: oai:DiVA.org:uu-48196DiVA: diva2:76102
Available from: 2008-11-26 Created: 2008-11-26

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Daniels, MatsBerglund, AndersPears, Arnold

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