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List of contents
Foreword; Introduction: how innovative are we?;
Part I: Assessment in Context; 1. Stepping back to move forward: the wder context of assessment in higher education; 2. How assessment frames student learning; 3. Changing the narrative: a programme approach to assessment through TESTA; 4. Using assessment and feedback to empower students and enhance their learning; 5. The transformative role of self- and peer-assessment in developing critical thinkers;
Part II: Implementing Feedback; 6. Evaluating written feedback; 7. Assessing oral presentations: style, substance and the 'razzle dazzle' trap; 8. Assessing and developing employability skills through triangulated feedback; 9. Innovative Assessment: the academics' perspective; 10. Developing students emotional literacy in assessment and feedback; 11. Developing students' proactive engagement with feedback;
Part III: Stimulating Learning; 12. Certainty-Based Marketing: stimulating thinking and improving objective tests; 13. Developing and assessing inclusivity in group learning; 14. Designing engaging assessment through the use of social media and collaborative technologies; 15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities; 16. Assessing simulated professional practice in the performing arts; 17. Archimedean levers and assessment: disseminating digital innovation in Higher Education;
Part IV: Assessing Professional Development; 18. Developing the next generation of academics: the graduate teacher assistant experience; 19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment; 20. Measure for measure: wider applications of practices in professional assessment;
Conclusion: resilience, resourcefulness and reflections
About the author
Cordelia Bryan is a Principal Fellow of the Higher Education Academy (HEA) and leads the HEA Recognition Scheme at University of Hertfordshire, UK. She is also Programme Leader for an international Post Graduate Certificate in Learning and Teaching in Higher Education at Rose Bruford College of Theatre and Performance, UK.
Karen Clegg is Head of Research Excellence Training at the University of York, UK, where she provides strategic direction and delivery of transferable skills, leadership and support interventions for doctoral students, researchers and senior staff. Karen is a qualified coach and Senior Fellow of the HEA.
Summary
Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.
