Assessment Matters in Higher Education: Choosing and Using Diverse Approaches (The Society for Research into Higher Education Series)

Overview

Assessment really does matter in higher education. Internationally, academics - and those who support them - are seeking better ways to assess students, recognizing that diverse methods are available which may solve many of the problems associated with the evaluation of learning.

Assessment Matters in Higher Education provides both theoretical perspectives and pragmatic advice on how to conduct effective assessment. It draws clearly on both relevant research and on its ...

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Overview

Assessment really does matter in higher education. Internationally, academics - and those who support them - are seeking better ways to assess students, recognizing that diverse methods are available which may solve many of the problems associated with the evaluation of learning.

Assessment Matters in Higher Education provides both theoretical perspectives and pragmatic advice on how to conduct effective assessment. It draws clearly on both relevant research and on its contributors' practical first hand experience (warts and all!). It asks, for example:

* how can assessment methods best become an integral part of learning?

* what strategies can be used to make assessment fairer, more consistent and more efficient?

* how effective are innovative approaches to assessment, and in what contexts do they prosper?

* to what extent can students become involved in their own assessment?

* how can we best assess learning in professional practice contexts?

This is an important resource for all academics and academic managers involved in assessing their students.

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Editorial Reviews

Booknews
Provides both theoretical perspectives and pragmatic advice on how to conduct effective assessment in higher education, drawing on relevant research and contributors' first-hand experience. Contains sections on a systems approach to assessment, the effectiveness of innovative assessment, assessing practice, and autonomous assessment, peer assessment, and self-assessment. Material is oriented toward the UK and New Zealand experience. Brown is head of the Quality Enhancement Unit at the University of Northumbria at Newcastle. Glasner is Pro- Vice-Chancellor (Academic) at the University of Portsmouth. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Meet the Author

Sally Brown is Head of the Quality Enhancement Unit at the University of Northumbria at Newcastle. She is an experienced educational developer and consultant on matters of teaching, learning and, especially, assessment - and publishes widely in these fields. She is vice chair of the Staff and Educational Development Association (SEDA).

Angela Glasner is the Regional Consultant for the East Midlands and the West Midlands at the Higher Education Funding Council for England; and she was formerly Associate Director in the Quality Assessment Division. Her earlier academic career spanned a number of years in universities in England and Australia, culminating as Head of the School of Social Sciences at Oxford Brookes University.

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Table of Contents

Preface
Notes on Contributors
1 Institutional Strategies for Assessment 3
2 Innovations in Student Assessment: A System-wide Perspective 14
3 Assessment and Evaluation: A Systems Approach for their Utilization 28
4 Using Assessment Strategically to Change the Way Students Learn 41
5 Why Assess Innovatively? 57
6 The Experience of Innovative Assessment: Student Perspectives 71
7 Biases in Marking Students' Written Work: Quality? 83
8 Assessing Practice 95
9 Assessment of Key Skills 106
10 Using Portfolios for Assessment in Teacher Preparation and Health Sciences 122
11 Group-based Assessment: An Evaluation of the Use of Assessed Tasks as a Method of Fostering Higher Quality Learning 132
12 Dimensions of Oral Assessment and Student Approaches to Learning 146
13 Towards Autonomous Assessment: Using Self-Assessment and Peer Assessment 159
14 Self-Assessment and Peer Assessment 172
15 Peer Assessment of Undergraduate Seminar Presentations: Motivations, Reflection and Future Directions 183
16 Using Peer Assessment and Self-Assessment for the First Time 191
Conclusion 202
Index 204
The Society for Research into Higher Education 211
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