Formative assessment in doctoral education

Friedrich-Nel, H.S.; Mac Kinnon, J.L.

dc.contributor.author	Friedrich-Nel, H.S.
dc.contributor.author	Mac Kinnon, J.L.
dc.contributor.other	Journal for New Generation Sciences, Vol 13, Issue 2: Central University of Technology, Free State, Bloemfontein, 2015
dc.date.accessioned	2016-04-15T11:11:05Z
dc.date.available	2016-04-15T11:11:05Z
dc.date.issued	2015
dc.date.issued	2015
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/763
dc.description	Published Article	en_US
dc.description.abstract	The overall goal of doctoral education is to prepare the doctoral student for the summative assessment of a thesis. However the focus of doctoral education is changing to include the attainment of professional attributes or competencies of the student. This article shares information collected from thirty-eight participants from a research-intensive university in the United States on the role of postgraduate formative assessment and, in particular, feedback as an essential element underpinning doctoral education. The findings emphasise the importance of constructive engagement and feedback embedded in formative assessment in doctoral education to develop scholarly and professional attributes in addition to research knowledge and skills.	en_US
dc.format.extent	484 009 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Central University of Technology, Free State, Bloemfontein: Journal for New Generation Sciences
dc.publisher
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 13, Issue 2
dc.subject	Doctoral pedagogy	en_US
dc.subject	Doctoral education	en_US
dc.subject	Formative postgraduate assessment	en_US
dc.title	Formative assessment in doctoral education	en_US
dc.type	Article	en_US
dc.rights.holder	Journal for New Generation Sciences