Innovative Assessment in Higher Education

1. Auflage 2006
ISBN: 978-0-415-35642-8
Verlag: Routledge

Buch, Englisch, 256 Seiten, Format (B × H): 156 mm x 235 mm, Gewicht: 425 g

Throughout higher education assessment is changing, driven by increased class size, changing curricula and the need to support students better. At the same time assessment regulations and external quality assurance demands are constraining assessment options, driven by worries about standards, reliability and plagiarism.Innovative Assessment in Higher Education explores the difficulty of changing assessment in sometimes unhelpful contexts. Topics discussed include:

problems with traditional assessment methods

rationales behind different kinds of innovation in assessment

complex assessment contexts in which teachers attempt to innovate

innovation in assessment within a range of academic settings

theoretical and empirical support for innovations within higher education.

More than a ‘how to do it’ manual, this book offers a unique mix of useful pragmatism and scholarship. A vital resource for higher education teachers and their educational advisors, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards.

Autoren/Hrsg.

Bryan, Cordelia

Clegg, Karen

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

Section One: Pedagogic Context 1. Why assessment is changing Graham Gibbs 2. How assessment frames student learning Graham Gibbs 3. Evaluating new priorities for assessment in higher education Roger Murphy 4. Accessible and adaptable elements of Alverno student assessment-as-learning: strategies and challenges for peer review Marcia Mentkowski 5. Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice David Nicol and Colin Milligan Section Two: Implementing Feedback 6. Evaluating written feedbackEvelyn Brown and Chris Glover 7. Using formative assessment to improve student learning through criticalreflectionAlan Robinson and Mark Udall 8.Improving performance through enhancing student understanding of criteria and feedback Margaret Price and Berry O'Donovan 9. Using core assessment criteria to improve essay writing Katherine Harrington, James Elander, Jo Lusher, Olaojo Aiyegbayo, Edd Pitt, Lin Norton, Hannah Robinson and Peter Reddy Section Three: Stimulating Learning10. Online instantaneous and targeted feedback for remote learnersShelagh Ross, Sally Jordan and Philip Butcher 11. Improving student experience through making assessments ‘flow’Sean Gammon and Lesley Lawrence 12. Confidence-based marking: towards deeper learning and better examsA.R. Gardner-Medwin 13. Developing group learning through assessmentCordelia Bryan 14. Supporting diverse students: developing learner autonomy via assessment Kay Sambell, Liz McDowell and Alistair Sambell Section Four: Encouraging Professional Development15. Identifying themes for staff development: the essential part of PDP innovation Sue Williams and Sheila Ryan 16. Assessing learning in a PBL curriculum forhealthcare trainingChristine Curle, Jim Wood, Catherine Haslam and Jacqui Stedmon 17. ePortfolios: supporting assessment in complex educational environmentsSimon Cotterill, Philip Bradley and Geoff Hammond 18. Assessment to support developments in inter-professionaleducation Sue Morison and Mairead Boohan 19. Academic professionalism: the need for changeLewis Elton 20. Reflections, rationales and realitiesKaren Clegg and Cordelia Bryan

Über Autor(innen)

Cordelia Bryan is a freelance higher education consultant. She has led four successful UK Higher Education projects, is a registered practitioner of the Higher Education Academy, and is an external evaluator for several FDTL 5 projects. She also co-edited Speaking your Mind in Longman’s Speak-Write series and has lectured and published widely on educational development within higher education.

Dr Karen Clegg is Director of the Graduate Training Unit within Professional and Organisational Development at the University of York. She is also a registered practitioner of the HE Academy and an external consultant for Oxford Centre for Staff and Learning Development. Previously, Karen worked as an Academic Developer for the UK Centre for Legal Education at the University of Warwick.