Guest article by Simon Very
I have taught science at the post-compulsory level for ten years. A considerable portion of the courses that I delivered were internally assessed and coursework based. Assessment of these courses did not involve standardized testing, but they did involve standardized criteria to compare learners’ work against; the writing of coursework briefs also needed to comply with sets of standard criteria. The need to be compliant with a set of standards tended to create considerable difficulties around originality of learners’ work; plagiarism related concerns were common.
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