The use of self-assessment schedules in negotiated learning

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Abstract
The paper describes an approach to assessment in which students create a comprehensive and analytical summary of their learning in a given subject. The self-assessment schedule, as it is called, has been used in contexts in which there is an emphasis on self-directed and negotiated learning. Unlike most assessment methods which focus on a relatively few aspects of a subject in some depth, the aim of the self-assessment schedule is to capture and account for a wide range of formal and informal learning. The application of the schedule in postgraduate courses is discussed and the views of staff and students reported.

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