Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?
Crimmins, Gail, Nash, Gregory, Oprescu, Florin, Alla, Kristel, Brock, Ginna, Hickson-Jamieson, Bree, Noakes, Caitlin
Published in Assessment and evaluation in higher education (02.04.2016)
Published in Assessment and evaluation in higher education (02.04.2016)
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