Buch, Englisch, 282 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 436 g
Learning from award-winning practice
Buch, Englisch, 282 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 436 g
ISBN: 978-1-138-82455-3
Verlag: Routledge
Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment.
The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include:
- Competing priorities in assessment and ways of tackling them
- The nature of quality assessment task design
- The student experience of assessment
- Promoting student engagement with feedback
An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.
Zielgruppe
Academic, Postgraduate, Professional, and Professional Practice & Development
Autoren/Hrsg.
Weitere Infos & Material
Section A: Learning and Assessment
Introduction: Setting the scene
Chapter 1: Competing priorities in assessment
Chapter 2: Researching learning-oriented assessment
Section B: Designing and implementing assessment tasks
Chapter 3: Promoting student engagement with assessment tasks
Chapter 4: Assessment task design in History
Chapter 5: Learning-oriented assessment in Law
Chapter 6: Group assessment and participation in Geology and Business
Section C: Engaging with quality criteria
Chapter 7: Promoting student engagement with quality
Chapter 8: Engaging with criteria in History and Geology
Chapter 9: Critical reviews in Architecture
Section D: Reconceptualising feedback and ways forward
Chapter 10: Promoting student engagement with feedback
Chapter 11: Feedback processes in the cases
Chapter 12: Conclusions and ways forward for learning-oriented assessment
References
Author Index
Subject Index
