Key skills are increasingly being seen as an essential component of a psychology degree, but achievement of such skills does not always feature in student assessment. This paper looks at some of the problems involved in traditional student assessment techniques and suggests some alternatives which might be of better use in the measurement of student attainment in the area of key skills. Suggestions are also made as to how the current degree classification system used in this country could be modified to reflect in more detail student achievement on a psychology degree.
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