EBOOK: Assessment, Learning And EmployabilityWhat is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed. Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists. |
Contents
Chapter 01 Higher Education and Employability | 1 |
Chapter 02 Summative Assessment in Disarray | 15 |
Unrealized Potential | 32 |
Chapter 04 Key Themes in Thinking about Assessment | 46 |
Chapter 05 Diversifying Assessment Methods | 68 |
Chapter 06 Assessing for Employability | 87 |
Chapter 07 Authenticity in Assessment | 97 |
Chapter 08 Optimizing the Reliability of Assessment | 108 |
Chapter 10 Progression | 140 |
Chapter 11 Claimsmaking | 159 |
Chapter 12 Assessment Systems in Academic Departments | 173 |
Chapter 13 Developing the Institutional Assessment System | 189 |
Chapter 14 Conclusions | 208 |
References | 218 |
| 235 | |
Back Cover | 246 |
Other editions - View all
Common terms and phrases
ability academic achievements activity approach appropriate assessment systems assessors authentic awards become Chapter claims communication complex concern considerable course criteria curriculum demands difficulties effective employability employers encourage engagement enhancement evidence examiners example expected experience feedback Figure formative assessment give given goals grade graduates higher education identify implies important improve indicators individual institutions intentions interpretation involves issues judge judgements knowledge learners learning less limited marks matter mean measurement ment modules noted opportunities outcomes particular performance perhaps planning portfolio possible potential practices present problems produce programme progression questions range reference reflection regarding reliability response skills specification staff standards student learning suggest summative assessment tasks teachers teaching tend tests things thinking understanding University validity writing Yorke