Abstract

This paper suggests a more reliable and transparent assessment strategy for assessing the “contribution in class” element found in most BA journalism modules at London Metropolitan University. It examines the relative merits of peer and self-assessment, critically reflects on the outcomes of assessment and considers implications for practice.

Publication Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PN Literature (General)
Departments:	School of Arts & Social Sciences > Journalism
URI:	http://openaccess.city.ac.uk/id/eprint/8699

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