Assessment, Learning and Judgement in Higher Education [electronic resource] /
Joughin, Gordon.editor.
There has been a remarkable growth of interest in the assessment of student learning and its relation to learning processes in higher education over the past ten years. Much of the work has sought to explicate the relationship between assessment and learning, and to provide academics with examples of assessment practices that have been considered as successful in promoting learning as well as judging students’ achievements. Other work has provided descriptions and frameworks for assessing what have come to be termed ‘learning outcomes’. It is now timely to take stock of some of the critical concepts that underpin our understanding of the relationships between assessment and learning. This book makes a significant contribution to conceptualizing key aspects of assessment that are critical to learning, building on research conducted in the UK and Australia. It focuses on the role of assessment in directing students’ study, provides feedback that is acted on by students to improve their work, and helps students to develop the capacity to evaluate the quality of their own work and improve it during its production. The book consists of chapters written by leading assessment scholars. Each chapter provides an in-depth examination of an aspect of the conceptual framework.
Description based upon print version of record.
Includes bibliographical references and indexes.
Introduction: Refocusing Assessment -- Assessment, Learning and Judgement in Higher Education: A Critical Review -- How Can Practice Reshape Assessment? -- Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning -- Faulty Signals? Inadequacies of Grading Systems and a Possible Response -- The Edumetric Quality of New Modes of Assessment: Some Issues and Prospects -- Plagiarism as a Threat to Learning: An Educational Response -- Using Assessment Results to Inform Teaching Practice and Promote Lasting Learning -- Instrumental or Sustainable Learning? The Impact of Learning Cultures on Formative Assessment in Vocational Education -- Collaborative and Systemic Assessment of Student Learning: From Principles to Practice -- Changing Assessment in Higher Education: A Model in Support of Institution-Wide Improvement -- Assessment, Learning and Judgement: Emerging Directions.
There has been a remarkable growth of interest in the assessment of student learning and its relation to learning processes in higher education over the past ten years. Much of the work has sought to explicate the relationship between assessment and learning, and to provide academics with examples of assessment practices that have been considered as successful in promoting learning as well as judging students’ achievements. Other work has provided descriptions and frameworks for assessing what have come to be termed ‘learning outcomes’. It is now timely to take stock of some of the critical concepts that underpin our understanding of the relationships between assessment and learning. This book makes a significant contribution to conceptualizing key aspects of assessment that are critical to learning, building on research conducted in the UK and Australia. It focuses on the role of assessment in directing students’ study, provides feedback that is acted on by students to improve their work, and helps students to develop the capacity to evaluate the quality of their own work and improve it during its production. The book consists of chapters written by leading assessment scholars. Each chapter provides an in-depth examination of an aspect of the conceptual framework.
Assessment.
Assessment, Testing and Evaluation.