Innovative assessment in higher education : a handbook for academic practitioners / edited by Cordelia Bryan and Karen Clegg

Colaborador(es): Bryan, Cordelia [editor literario] | Clegg, Karen [editor literario]Tipo de material: TextoTextoDetalles de publicación: London : New York: Routledge ; Taylor and Francis Group, 2019 Edición: 2nd ed.Descripción: XVIII, 255 p. : il ; 24 cmISBN: 9781138581197Tema(s): Enseñanza superior -- Evaluación | Evaluación educativa | Calidad de la educación
Contenidos:
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
Resumen: Contextualising why assessment is still the single most important factor affecting student learning in higher education, this second edition of Innovative Assessment in Higher Education: A Handbook for Academic Practitioners offers a critical discourse about the value of assessment for learning alongside practical suggestions about how to enhance the student experience of assessment and feedback. With 17 new chapters this edition: contextualises assessment within the current higher education landscape; explores how student, parent and government expectations impact on assessment design; presents case studies on how to develop, incorporate and assess employability skills; reviews how technology and social media can be used to enhance assessment and feedback; provides examples and critical review of the use and development of feedback practices and how to assess professional, creative and performance-based subjects; offers guidance on how to develop assessment that is inclusive and enables all students to advance their potential. Bridging the gap between theory and the practical elements of assessment, Innovative Assessment in Higher Education: A Handbook for Academic Practitioners is an essential resource for busy academics looking to make a tangible difference to their academic practice and their students' learning. This practical and accessible guide will aid both new and more experienced practitioners looking to learn more about how and why assessment in higher education can make such a difference to student learning.
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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

Contextualising why assessment is still the single most important factor affecting student learning in higher education, this second edition of Innovative Assessment in Higher Education: A Handbook for Academic Practitioners offers a critical discourse about the value of assessment for learning alongside practical suggestions about how to enhance the student experience of assessment and feedback. With 17 new chapters this edition: contextualises assessment within the current higher education landscape; explores how student, parent and government expectations impact on assessment design; presents case studies on how to develop, incorporate and assess employability skills; reviews how technology and social media can be used to enhance assessment and feedback; provides examples and critical review of the use and development of feedback practices and how to assess professional, creative and performance-based subjects; offers guidance on how to develop assessment that is inclusive and enables all students to advance their potential. Bridging the gap between theory and the practical elements of assessment, Innovative Assessment in Higher Education: A Handbook for Academic Practitioners is an essential resource for busy academics looking to make a tangible difference to their academic practice and their students' learning. This practical and accessible guide will aid both new and more experienced practitioners looking to learn more about how and why assessment in higher education can make such a difference to student learning.

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