In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it.
The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed.
The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed.
Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.
| Preface | ||
| 1 | Higher Education and Employability | 1 |
| 2 | Summative Assessment in Disarray | 15 |
| 3 | Formative Assessment: Unrealized Potential | 32 |
| 4 | Key Themes in Thinking about Assessment | 46 |
| 5 | Diversifying Assessment Methods | 68 |
| 6 | Assessing for Employability | 87 |
| 7 | Authenticity in Assessment | 97 |
| 8 | Optimizing the Reliability of Assessment | 108 |
| 9 | Making Better Use of Formative Assessment | 126 |
| 10 | Progression | 140 |
| 11 | Claims-making | 159 |
| 12 | Assessment Systems in Academic Departments | 173 |
| 13 | Developing the Institutional Assessment System | 189 |
| 14 | Conclusions | 208 |
| References | 218 | |
| Index | 235 | |
| Society for Research into Higher Education | 246 |
Overview
In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue ...