Abstract
Methods of assessment in higher education are outlined and discussed with special reference to courses in library and information studies. The role of assessed course work (ACW) is considered, relating its specific objectives to the ACW methods intended to achieve them. The teaching laboratories and other facilities available in Manchester Library School are described, together with an outline of the kinds of ACW carried out. The general problems of ACW are indicated. Certain assumptions about ACW were subjected to statistical tests and the results are presented. These show that (a) ACW marks tend to be slightly higher on average, and show a narrower range, than marks obtained in written examination; (b) there is a moderately positive correlation between students' performance in ACW and written examina tion; (c) a combination of marks obtained in the first year BA course written examination plus early pieces of ACW shows a strong positive correlation with a student's overall final result, lending support to the choice of this combination as a predictor of student performance.
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