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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Introduction to the text
What is assessment?
Multiple choice questions
Assessing practical work
some related approaches
Using computers in assessment
Changing assessment procedures
Reliability validity and examining
Quality standards and underlying issues
examples of examination questions in atts law and social sciences
Notes and comments on activities
Some further reading
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academic activity analyses answer appeat assessing student assessment procedures assessment tasks assessors assignments ateas atgue atgument awatded Chapter chatacteristics checklist cleat cleatly colleagues computer-assisted assessment context course coursework criteria criterion validity degree depattment develop discussion dissertation effective essays evaluation evidence examples experience feedback Fitst grading group of students group projects guidelines HEFCE higher education Howevet improve involved knowledge laboratory latge lecturers Leeds Metropolitan University marking matkers matking schemes MCQs MEQs methods of assessment module National Vocational Qualification necessaty NVQs objectives organisation outcomes patt patticulat peer peer-assessment pethaps practical prepatation presentation problem-solving problems programme provide feedback purposes questions reliability requited reseatch response self-assessment seminat similat skills softwate solutions staff standatds strategies structured student leatning suggestions summative summative assessment teaching thinking thitd towatds tutors understanding universities University of Derby validity vatiability vatiations vatious work-based leatning writing yeat