| Title : | Innovative assessment in higher education | | Material Type: | printed text | | Authors: | Cordelia Bryan, Editor ; Karen Clegg, Editor | | Publisher: | New York : Routledge | | Publication Date: | 2006 | | Pagination: | xix, 233 p. | | Layout: | ill. | | Size: | 23 cm | | ISBN (or other code): | 978-0-415-35642-8 | | General note: | Includes bibliographical references and index | | Languages : | English (eng) | | Descriptors: | Education, Higher - Great Britain - Evaluation
| | Class number: | 378.1 | | Abstract: | 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. This book is about the difficult process of changing assessment in sometimes unhelpful contexts. More than a "how to do it" manual, Innovative Assessment in Higher Education offers a unique mix of useful pragmatism and scholarship.
Key features include:
· case studies illustrating the problems encountered with traditional assessment methods
· exploration of the rationales behind different kinds of innovation in assessment
· discussion of the complex assessment contexts in which teachers attempt to innovate
· contextualization of innovation in assessment within a range of academic settings
· theoretical and empirical support forinnovations within higher education
Innovative Assessment in Higher Education is an enquiry into how and why we innovate in assessment and what practices 'work' in different contexts and cultures. 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 realistically be managed without compromising standards. | | Contents note: | Why assessment is changing (Graham Gibbs); How assessment frames student learning (Graham Gibbs); Evaluating new priorities for assessment in HE (Roger Murphy); Accessible and adaptable elements of Alverno student assessment-as-learning : strategies and challenges for peer review (Marcia Mentowski); Rethinking technology supported assessment practices in relation to the seven principles of good feedback practice (David Nicol); Evaluating written feedback (Evelyn Brown and Chris Glover); Using formative assessment to improve student learning through critical reflection (Alan Robinson and Mark Udall); Enhancing understanding of assessment criteria (Margaret Price and Berry O’Dovovan); Using core assessment criteria to improve essay writing (Katherine Harrington, Lin Norton, James Elander, Jo Lusher, Olaojo Aiyegbayo, Edd Pitt, Hannah Robinson, and Peter Reddy); Online instantaneous and targeted feedback for remote learners (Shelagh Ross, Sally Jordan, and Philip Butcher); Improving student experience through making assessments "flow" (Lesley Lawrence and Sean Gammon); Confidence-based marking : towards deeper learning & better exams (Tony Gardner-Medwin); Developing group learning through assessment (Cordelia Bryan); Supporting diverse students : developing learner autonomy via assessment (Kay Sambell, Liz McDowell, and Alistair Sambell); Identifying themes for staff development : the essential part of PDP innovation (Sue Williams and Sheila Ryan); Assessing learning outcomes in a PBL curriculum for a professional training programme (Jim Wood, Christine Curle, Catherine Haslam, and Jacqui Stedmon); ePortfolios : supporting assessment in complex educational environments (Simon Cotterill, Geoff Hammond, and Philip Bradley); Assessment to support developments in inter-professional learning (Sue Morison and Mairead Boohan); Academic professionalism? : the need for change (Lewis Elton); Reflections : rationales and realities (Karen Clegg and Cordelia Bryan) | | Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=1229 |
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