عنوان

Innovative assessment in higher education :

شابک

0203969677

شابک

0429015550

شابک

0429015569

شابک

0429015577

شابک

0429506856

شابک

9780203969670

شابک

9780429015557

شابک

9780429015564

شابک

9780429015571

شابک

9780429506857

شماره

b540126

عنوان اصلي

Innovative assessment in higher education :

نام عام مواد

[Book]

ساير اطلاعات عنواني

a handbook for academic practitioners

نام نخستين پديدآور

edited by Cordelia Bryan and Karen Clegg.

وضعيت ويراست

Second edition

محل نشرو پخش و غیره

London

نام ناشر، پخش کننده و غيره

Routledge

تاریخ نشرو بخش و غیره

2019

متن يادداشت

Cover; Half Title; Endorsement; Title Page; Copyright Page; Dedication; Table of contents; List of Contributors; Foreword; Acknowledgements; Introduction: How innovative are we?; Part I: assessment in context; Part II: implementing feedback; Part III: stimulating learning; Part IV: assessing professional development; Part I Assessment in context; 1 Stepping back to move forward: The wider context of assessment in higher education; Introduction; Quality, standards and regulation; The Quality Assurance Agency and academic standards; Scholarship and good practice Tuition fees, widening participation and the higher education marketplaceStudent partnership and co-creation; Plagiarism and contract cheating; Learning from feedback; Insights from learning gain; So what does this mean for your practice?; References; 2 How assessment frames student learning; Introduction; Students' experience of assessment; Students' experience of feedback; Who makes the judgements?; Conditions under which assessment supports learning; Quantity and distribution of student effort; Quality and level of student effort; Quantity and timing of feedback; Quality of feedback Student response to feedbackUse of the Assessment Experience Questionnaire to diagnose where to innovate; Assessment tactics that solve learning problems; Addressing problems with the quantity and distribution of student effort; Problems with the quality and level of student effort; Problems with the quantity and timing of feedback; Problems with the quality of feedback; Problems with students' response to feedback; Conclusions; References; 3 Changing the narrative: A programme approach to assessment through TESTA; Introduction; Research sample, data and ethics; Ethics and approach to TESTA How TESTA works: the methodDefinitions; The typical student experience: an overview; Common patterns of assessment: problems and strategies; Theme 1: High summative, low formative assessment patterns; Strategies to rebalance formative and summative; Programmatic design; Authentic assessment; Learning-oriented assessment; Theme 2: Disconnected feedback; Strategies to engage students in using feedback; Making it more dialogic, personal and relational; Connecting feedback; Conclusion; Note; References; 4 Using assessment and feedback to empower students and enhance their learning; Introduction Assessment must serve student learningAssessment must be fit for purpose; Who is best placed to assess?; Assessment must be a deliberative and sequenced series of activities demonstrating progressive achievement; Assessment must be dialogic; Assessment must be authentic; Conclusions; References; 5 The transformative role of self- and peer-assessment in developing critical thinkers; Introduction; Definitions of self- and peer-assessment; Learning opportunities of self- and peer-assessment; Criticism for self- and peer-assessment

متن يادداشت

[First edition published by Routledge 2006]--T.p. verso.

موضوع مستند نشده

Education, Higher -- Great Britain -- Evaluation.

موضوع مستند نشده

Educational evaluation -- Great Britain.

موضوع مستند نشده

Universities and colleges -- Great Britain -- Examinations.

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

edited by Cordelia Bryan and Karen Clegg.

مستند نام اشخاص تاييد نشده

Cordelia Bryan

مستند نام اشخاص تاييد نشده

Karen Clegg

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y