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Informationen zum Autor Sue Bloxham is Professor of Academic Practice and Head of the Centre for Development of Learning and Teaching at the University of Cumbria, England. Pete Boyd is a Senior Lecturer in the Centre for Development of Learning and Teaching at the University of Cumbria. Sarah Chesney is Senior Lecturer in E-learning in the Centre for Development of Learning and Teaching at the University of Cumbria. Andrew Ginty is a Senior Lecturer in Learning & Teaching Development at the University of Cumbria. Marion Nuttall is the Academic Enhancement Manager at the University of Cumbria. Klappentext "As an overview, Developing Effective Assessment in Higher Education makes a very useful contribution to assessment literature, providing a publication that is relevant and accessible to practitioners whilst giving rigorous exploration of issues associated with student assessment. It should find a readership on that basis and will be welcomed as a considered and insightful contribution to the literature on student assessment." Higher Education Review What are the main issues when considering the design and management of effective assessment strategies for academic programmes? How should lecturers design and use assessment in university so that it helps students to learn, as well as judging their achievement? How can students be prepared for assessment, including peer, self and group assessment?This book provides comprehensive practical guidance on managing and improving assessment within higher education. It tackles all stages in the assessment cycle including: Assessment design Preparing students for assessment Marking and moderation Providing feedback Quality assuranceIt also provides a concise introduction to the research literature on assessment which will inform practice, debate, programme enhancement and practitioner research within university departments, teaching teams and courses for higher education teachers. The practical guidance in the book is substantiated with reference to relevant research and policy. In particular, it considers how the different purposes of assessment create conflicting demands for staff; often characterised by the tension between attempting to support student learning whilst meeting imperatives for quality assurance and demonstrable maintenance of standards. Issues are debated using concrete examples and workable solutions are illustrated. Consideration is also given to the management of assessment as well as to how new technologies might be used to develop assessment methods and enhance student learning. Developing Effective Assessment in Higher Education is key reading for both new and experienced lecturers, programme leaders and academic developers, and will enhance their efforts to use assessment to improve students' learning as well as to grade them fairly, reliably and efficiently. Zusammenfassung This book provides a comprehensive practical guide on managing and improving assessment within higher education! while tackling all stages of assessment. Inhaltsverzeichnis Contributors Acknowledgements PART 1: INTRODUCTION AND CONTEXT 1.Introduction The primacy of assessment Policy Research evidence Why another assessment book Situated Practice Audience Plan of the book How to use this book A note about terminology Conclusion 2.The Evidence base for assessment practice in higher education The relationship between assessment and learning The relationship between feedback and learning The validity of assessment tasks Constructive alignment Conclusion 3.The conflicting purposes of assessmentValidity Reliability Effectiveness Comparability and consistency Equity Practicability Transparency Attribution Conclusion and possible ways forw...
Inhaltsverzeichnis
ContributorsAcknowledgementsPART 1: INTRODUCTION AND CONTEXT 1.Introduction
2.The Evidence base for assessment practice in higher education
3.The conflicting purposes of assessmentValidity
PART 2: DEALING WITH ASSESSMENT4.Teaching a module: maximising the potential of assessment
5.Preparing students for assessment
6.Marking
7.Providing effective feedback for learning
8.Moderation: towards greater consistency in markingSetting the context
9.Managing assessment in different roles
10. Supporting widening participation through assessment
PART 3: DEVELOPING ASSESSMENT11. Planning a programme assessment strategy
12.Planning the assessment for a module
13. Diversifying assessment methods
14. Computer aided assessment
15. Professional development and assessment
ReferencesGlossaryIndex
Über den Autor / die Autorin
Sue Bloxham is Professor of Academic Practice and Head of the Centre for Development of Learning and Teaching at the University of Cumbria, England. Pete Boyd is a Senior Lecturer in the Centre for Development of Learning and Teaching at the University of Cumbria. Sarah Chesney is Senior Lecturer in E-learning in the Centre for Development of Learning and Teaching at the University of Cumbria. Andrew Ginty is a Senior Lecturer in Learning & Teaching Development at the University of Cumbria. Marion Nuttall is the Academic Enhancement Manager at the University of Cumbria.
