In many countries there is a growing awareness of the importance of appropriate assessment practices to improve the quality of learning in higher education . Conventional thinking about teaching and assessment is now being challenged by the convergence of a number of factors such as the development of generic skills and a general desire to provide more authent ic learning in higher education. This paper addresses the quality of learning from an action theoretical poin t of view. It aims at developing a deeper understanding of major drivers of human action, and how teaching practices can be improved in light of basic models in social theory. What does it mean to create a produc tive learning environment, and what does that imply in terms of roles and responsibilities for university lecturers?
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