Innovative Assessment in Higher Education
Price: $160.00
Add to Cart- ISBN: 978-0-415-35641-1
- Binding: Hardback (also available in Paperback)
- Published by: Routledge
- Publication Date: 16th February 2006
- Pages: 256
About the Book
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.
Reviews
'This book offers interesting practical examples of assessment innovation. All readers will no doubt find interesting case studies that can be applied to their own context.' - British Journal of Educational Technology
'A rich collection of accounts of innovative assessment practices and processes, each fundamentally intended to enhance and enable student learning, written by some of the leading researchers in the field.' - Psychology Teaching Review
'This book is an interesting, pertinent and very helpful resource for anyone involved or interested in developing assessment in higher education. It is up to date and informative, covering both theoretical and practical perspectives...It is comprehensive, practical and pragmatic.' - Higher Education Review
Table of Contents
Section One: Pedagogic Context 1. Why Assessment is Changing 2. How Assessment Frames Student Learning 3. Evaluating New Priorities for Assessment in Higher Education 4. Accessible and Adaptable Elements of Alverno Student Assessment-as-Learning: Strategies and Challenges for Peer Review 5. Rethinking Technology-Supported Assessment Practices in Relation to the Seven Principles of Good Feedback Practice Section Two: Implementing Feedback 6. Evaluating Written Feedback 7. Using Formative Assessment to Improve Student Learning Through Critical Reflection 8. Improving Performance Through Enhancing Student Understanding of Criteria and Feedback 9. Using Core Assessment Criteria to Improve Essay Writing Section Three: Stimulating Learning 10. Online Instantaneous and Targeted Feedback for Remote Learners 11. Improving Student Experience Through Making Assessments ‘Flow’ 12 . Confidence-Based Marking: Towards Deeper Learning and Better Exams 13. Developing Group Learning Through Assessment 14. Supporting Diverse Students: Developing Learner Autonomy Via Assessment Section Four: Encouraging Professional Development 15. Identifying Themes for Staff Development: The Essential Part of Pdp Innovation 16. Assessing Learning in a Pbl Curriculum for Healthcare Training 17. Eportfolios: Supporting Assessment in Complex Educational Environments 18. Assessment to Support Developments in Inter-Professional Education 19. Academic Professionalism: The Need for Change 20. Reflections, Rationales and Realities
About the Author(s)
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.
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