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" Innovative assessment in higher education : "
edited by Cordelia Bryan and Karen Clegg.
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BL
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| Record Number
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720431
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b540126
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| Main Entry
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edited by Cordelia Bryan and Karen Clegg.
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| Title & Author
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Innovative assessment in higher education : : a handbook for academic practitioners\ edited by Cordelia Bryan and Karen Clegg.
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| Edition Statement
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Second edition
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| Publication Statement
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London: Routledge, 2019
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| ISBN
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0203969677
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: 0429015550
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: 0429015569
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: 0429015577
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: 0429506856
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: 9780203969670
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: 9780429015557
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: 9780429015564
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: 9780429015571
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: 9780429506857
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| Contents
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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
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| Abstract
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[First edition published by Routledge 2006]--T.p. verso.
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| Subject
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Education, Higher -- Great Britain -- Evaluation.
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Educational evaluation -- Great Britain.
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Universities and colleges -- Great Britain -- Examinations.
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| LC Classification
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LB2367.G7E358 2019
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| Added Entry
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Cordelia Bryan
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Karen Clegg
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