| Description |
1 online resource (x, 275 pages) : illustrations |
| Contents |
Title page; Imprint; Contents; Tables and Figures; Acknowledgements; Foreword; Introduction; PART A CHANGING PERSPECTIVES ON THE NATURE AND PURPOSES OF ASSESSMENT; 1 Shifting Views of Assessment: From Secret Teachers' Business to Sustaining Learning; 2 Flourishing amid Strangeness and Uncertainty: Exploring the Meaning of 'Graduateness' and its Challenges for Assessement; 3 Assessment for Learning Environments: A Student-Centred Perspective; PART B STUDENTS' PERCEPTIONS OF ASSESSMENT AND FEEDBACK; 4 Perceptions of Assessment and their Influences on Learning |
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5 Students' and Teachers' Perceptions of Fairness in Assessment6 Perceptions of Assessment Standards and Student Learning; PART C RECONCEPTUALISING IMPORTANT FACETS OF ASSESSMENT; 7 Only Connect? Communicating Meaning through Feedback; 8 Learning from Assessment Events: The Role of Goal Knowledg; 9 The Learning-Feedback-Assessment Triumvirate: Reconsidering Failure in Pursuit of Social Justice ; PART D INNOVATIONS IN ASSESSMENT PRACTICES; 10 Guiding Principles for Peer Review: Unlocking Learners' Evaluative Skills |
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11 Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments12 Understanding Students' Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback; Notes on the Contributors; Index |
| Summary |
Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based. Key Features. Provides a historical overview of assessment and feedback in universities showing how our understanding of assessment practices has changed over the years, both in response to new conceptualisations of learning and the changing nature of society Contains new perspectives of assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff Reports on recent innovations in assessment practices in higher education Engages critically with recent research on assessment and feedback offering evidence-based conclusions |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Educational tests and measurements.
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Education, Higher -- Great Britain
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Education, Higher -- Australia
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College students -- Rating of.
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College teaching -- Evaluation
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Learning -- Evaluation
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Educational Measurement
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EDUCATION -- Higher.
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EDUCATION -- Teaching Methods & Materials -- Arts & Humanities.
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College students -- Rating of
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College teaching -- Evaluation
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Education, Higher
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Educational tests and measurements
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Learning -- Evaluation
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Australia
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Great Britain
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| Genre/Form |
Festschriften
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Festschriften.
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| Form |
Electronic book
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| Author |
Kreber, Carolin, editor
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Anderson, Charles, 1952- editor.
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Entwistle, Noel James, editor
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McArthur, Jan, editor
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Hounsell, Dai, honouree
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| ISBN |
9780748694556 |
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0748694552 |
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