Assessing Student Learning in Higher Education

Cover
Psychology Press, 1997 - 317 Seiten

There is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn.
This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.
It explores the nature of conventional assessment such as essays and projects, and also considers less widely used approaches such as self- and peer-assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment.
With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.

 

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Inhalt

Introduction to the text
1
Figures
8
What is assessment?
18
Student learning
21
an overview
40
Assessing essays
59
Multiple choice questions
77
Assessing practical work
106
Using computers in assessment
202
Checklist for the implementation of computerised
212
Changing assessment procedures
222
Reducing resistance to change
225
Reliability validity and examining
233
Effects of a wide range of marks in one module
239
Quality standards and underlying issues
250
examples of examination questions in arts law and social sciences
265

Assessing projects
120
Assessing problemsolving
141
Assessing oral communication
154
Peer and selfassessment
170
3
184
some related approaches
185
2
199
Notes and comments on activities
276
5
288
Some further reading
291
Bibliography
295
1
308
Index
310
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