Assessing Student Learning in Higher Education
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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1 Introduction to the text
2 What is assessment?
3 Student learning
5 Assessing essays
6 Multiple choice questions
7 Assessing practical work
8 Assessing projects
some related approaches
13 Using computers in assessment
14 Changing assessment procedures
15 Reliability validity and examining
16 Quality standards and underlying issues
examples of examination questions in arts law and social sciences
Notes and comments on activities
Some further reading
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academic activity analyses answer approach assessing student assessment procedures assessment tasks assessors assignments awarded beneﬁt Chapter checklist classiﬁcation colleagues computer-assisted assessment conﬂict context course coursework criteria criterion validity deﬁned degree develop difﬁculty discussion dissertation effective Entwistle essays evaluation evidence examples experience external examiner feedback ﬁnal ﬁnd ﬁndings ﬁrst ﬁve grading group of students group projects guidelines HEFCE higher education improve involved judgement knowledge laboratory learning log lecturers Leeds Metropolitan University marking schemes MCQs ment MEQs methods of assessment module multiple choice myocardial infarction NVQs objectives one’s organisation outcomes peer peer-assessment practical presentation problem-solving problems processes programme provide feedback purposes range reliability response self-assessment seminars skills solutions speciﬁc staff standards strategies structured student learning suggestions summative assessment teaching thinking tutors understanding universities University of Derby validity work-based learning writing written examinations