'excellent study ... Pears excels at putting back those considerations that Hume inconsistently neglects, and having put them back he is able to explain Hume's vacillations as the result of his failure to face up to those alternatives. Pear's book is an excellent contribution to our understanding of the problems that Hume addresses in the Treatise ... his prose style is a delight to read, possessing a polished elegance that is all too rare in academic
work. The book is also free of misprints and contains a comprehensive and highly useful set of internal references in the footnotes.'
Adrian Heathcote, University of Sydney, Australian Journal of Philosophy, Vol. 71, No. 2, June 1993

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‘This book presents a significant and thorough critical discussion of the widespread use of rubrics in educational assessment. The many advantages of rubrics as an assessment tool are accentuated, however, what impressed me more, was the profound critical reflection on the limitations and risks of using rubrics technically without the support of a comprehensive pedagogical perspective. This is a book parents, teachers, school leaders, and policy makers should be acquainted with.’ – Kari Smith, Professor, Head of Norwegian Graduate School in Teacher Education (NAFOL), Department of Teacher Education, NTNU, Norway 
‘What you have in your hands is not the typical rubrics book. Kelvin Tan has done it again like he did in his 2012 “Student self-assessment: Assessment, learning and empowerment”. In this rubrics book he helps the reader to reflect about what are rubrics, their boundaries and how to take our understanding one step further’ - Ernesto Panadero, Researcher, Universidad Autónoma de Madrid, and Honorary Professor, Deakin University, Australia
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Hume's System

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