Assessment, Learning and Employability
Clearly set out in three specific sections, this book argues that 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, discusses how institutions need to respond in policy terms to the challenges that have been posed.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Chapter 02 Summative Assessment in Disarray
Chapter 04 Key Themes in Thinking about Assessment
Chapter 05 Diversifying Assessment Methods
Chapter 06 Assessing for Employability
Chapter 07 Authenticity in Assessment
Chapter 08 Optimizing the Reliability of Assessment
Chapter 10 Progression
Chapter 11 Claimsmaking
Chapter 12 Assessment Systems in Academic Departments
Chapter 13 Developing the Institutional Assessment System
Chapter 14 Conclusions
Chapter 09 Making Better Use of Formative Assessment
Other editions - View all
A-level academic Alverno College approach to assessment appropriate assessment methods assessment practices assessment systems assessment tasks assessors authentic authentic assessment awards Chapter claims-making coherence communication community of practice complex achievements complex learning components context course criteria curricula curriculum differentiated emotional intelligence employability employers employment enhancement evidence example expected experience formative and summative formative assessment formative feedback goals graduates high-stakes assessment higher education identify implies individual institutions interpretation issues judgements learners learning intentions learning outcomes markers marks measurement theory ment metacognition modular modules Open University outcomes of learning peer performance plagiarism portfolio potential problems programme assessment programme level programme team reflection reliability response scaffolding self-theories skills staff standards student learning subject discipline subsidiarity suggest summative assessment summative purposes teachers teaching tests thinking tion understanding University validity whilst
Page ii - Anne Brockbank and Ian McGill: Facilitating Reflective Learning in Higher Education Stephen D. Brookfield and Stephen Preskill: Discussion as a Way of Teaching Ann Brooks and Alison Mackinnon (eds): Gender and the Restructured University Sally Brown and Angela Glasner (eds): Assessment Matters in Higher Education...
Page ii - Prosser and Keith Trigwell: Understanding Learning and Teaching John Richardson: Researching Student Learning Stephen Rowland: The Enquiring University Teacher Maggi Savin-Baden: Problem-based Learning in Higher Education Maggi Savin-Baden: Facilitating Problem-based Learning Maggi Savin-Baden and Kay Wilkie: Challenging Research in Problem-based Learning David Scott...
Page 1 - We begin with instruction in skills suitable to play a part in the general division of labour. We put this first, not because we regard it as the most important, but because we think that it is sometimes ignored or undervalued.
Page ii - Careers Gerard Delanty: Challenging Knowledge Chris Duke: Managing the Learning University Heather Eggins (ed.): Globalization and Reform in Higher Education Heather Eggins and Ranald Macdonald (eds): The Scholarship of Academic Development Gillian Evans: Academics and the Real World Andrew Hannan and Harold Silver: Innovating in Higher Education...
Page ii - David Boud et al. (eds): Using Experience for Learning David Boud and Nicky Solomon (eds) : Work-based Learning Tom Bourner et al. (eds): New Directions in Professional Higher Education John Brennan et al. (eds): What Kind of University"?
Page ii - Elaine Martin: Changing Academic Work Louise Morley: Quality and Power in Higher Education Lynne Pearce: How to Examine a Thesis Moira Peelo and Terry Wareham (eds): Failing Students in Higher Education Craig Prichard: Making Managers in Universities and Colleges Stephen Rowland: The Enquiring University Teacher Maggi Savin-Baden: Problem-based Learning in Higher Education Maggi Savin-Baden: Facilitating Problem-based Learning Maggi Savin-Baden and Kay Wilkie: Challenging Research...