Full Description
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.
Contents
List of Tables; List of Figures; Acknowledgements; Foreword, Professor Timothy O' Shea, Principal, The University of Edinburgh; Introduction,Noel Entwistle, Carolin Kreber, Charles Anderson, and Jan McArthur, University of Edinburgh, UK; Part A: Changing perspectives on the nature and purposes of assessment; 1. Shifting views of assessment: From secret teachers' business to sustaining learning, David Boud, University of Technology, Sydney, Australia; 2. Flourishing amid Strangeness and Uncertainty: Exploring the Meaning of 'Graduateness' and its Challenges for Assessment, Carolin Kreber, University of Edinburgh, UK; 3. Assessment for learning environments: A student-centred perspective, Liz McDowell and Kay Sambell, Northumbria University, UK; Part B: Students' perceptions of assessment and feedback, 4. Perceptions of assessment and their influences on learning, Noel Entwistle University of Edinburgh, UK and Evangelia Karagiannopoulou University of Ioannina, Greece; 5. Students' and teachers' perceptions of fairness in assessment, Telle Hailikari, Liisa Postareff, Tarja Tuononen, Milla Räisänen and Sari Lindblom-YlänneUniversity of Helsinki, Finland; 6. Perceptions of assessment standards and student learning, Michael Prosser, University of Hong Kong; Part C: Reconceptualising important facets of assessment; 7. Only connect? Communicating meaning through feedback, Charles Anderson, University of Edinburgh, UK; 8. Learning from assessment events: The role of goal knowledge, Royce Sadler, University of Queensland and Griffith University, Australia; 9. The learning-feedback-assessment triumvirate: Reconsidering failure in pursuit of social justice, Jan McArthur, University of Edinburgh, UK; Part D: Innovations in assessment practices; 10. Guiding principles for peer review: Unlocking learners' evaluative skills, David Nicol, University of Strathclyde, UK; 11. Disruptions and Dialogues: Supporting collaborative connoisseurship in digital environments, Clara O'Shea and Tim Fawns, University of Edinburgh, UK; 12. Understanding students' experiences of being assessed: The interplay between prior guidance, engaging with assessments and receiving feedback, Velda McCune and Susan Rhind, University of Edinburgh, UK; Notes on Contributors
