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Formative assessment in doctoral education

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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.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

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