'Don't mention the war' Ensuring graduates can write literate English without distorting assessment outcomes

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    Abstract

    Student literacy has come to the fore in the academic arena because of changes to the demographics and goals of universities, the advent of quality assurance and a growing focus on graduate employment. Literacy is problematic as a 'zero-order' capability, only noticed by its absence. In assessing the academic endeavour, we want students to lose marks for not having it, rather than to gain marks for having it. This paper will explore the role of summative assessment in encouraging students to take the acquisition and demonstration of literacy skills seriously and in ensuring that students do not attain graduate status without them. It will then unpack the problems that follow from overtly assessing literacy in ways that affect final grades.
    Original languageEnglish
    Title of host publicationQuality conversations
    Subtitle of host publication25th Annual International conference of the Higher Education Research and Development Society of Australasia, HERDSA 2002
    EditorsMaria Northcote
    Place of PublicationJamison Centre, ACT
    PublisherHERDSA
    Pages568-574
    Number of pages7
    ISBN (Electronic)0908557515
    Publication statusPublished - 2002
    EventHigher Education Research and Development Society of Australasia. International Conference - Edith Cowan University, Joondalup, Western Australia, Australia
    Duration: 07 Jul 200210 Jul 2002

    Conference

    ConferenceHigher Education Research and Development Society of Australasia. International Conference
    Country/TerritoryAustralia
    Period07/07/0210/07/02

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