Assessment for Learning in Higher Education
Combining a range of case studies with theoretical research, this volume analyzes current developments and best practice. The contributors discuss innovative approaches in assessment, peer assessment, the NCVQ model, the positive side of assessment, staff training for assessment, and much more.
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Notes on contributors
1 What Should We be Assessing?
Contradictory or Complementary?
A Process for Faculty
4 What has Assessment Done for Us and to Us?
5 Using and Experiencing Assessment
6 Making Assessment a Positive Experience
A Case Study
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academic staff achievement appropriate aspects assessment criteria Assessment for Learning assessment methods assessment practices assessment process assessment tasks assessors beneﬁts Boud brieﬁng Changing assessment Chapter competence conﬁdence context continuous assessment course coursework deﬁne deﬁnition degree difﬁcult discussion Educational Development effective encourage essay evaluation example exams experience faculty feedback ﬁlm ﬁnd ﬁrst form of assessment GNVQs grade higher education identiﬁed important individual inﬂuence involved judgement knowledge learners learning and assessment learning contracts learning-by-doing lecturer levels marks ment module NCVQ negative objectives Oxford Brookes University part-time tutors peer peer-assessment Peter Knight postgraduate presentation problem professional programme qualiﬁcation questions reﬂection response role Sally Brown scheme SEDA self-assessment seminar signiﬁcant skills speciﬁc Staff and Educational Staff Development statements student learning summative teachers teaching and learning tests understanding University University of Glamorgan University of Plymouth validity workshops