Throughout higher education assessment is changing, driven by increased class size, changing curricula and the need to support students better. At the same time assessment regulations and external quality assurance demands are constraining assessment options, driven by worries about standards, reliability and plagiarism. Innovative Assessment in Higher Education explores the difficulty of changing assessment in sometimes unhelpful contexts. Topics discussed include: problems with traditional assessment methods rationales behind different kinds of innovation in assessment complex assessment contexts in which teachers attempt to innovate innovation in assessment within a range of academic settings theoretical and empirical support for innovations within higher education. More than a ‘how to do it’ manual, this book offers a unique mix of useful pragmatism and scholarship. A vital resource for higher education teachers and their educational advisors, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards.
Author(s): Cordelia Bryan, Karen Clegg
Edition: 1
Year: 2006
Language: English
Pages: 256
Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Figures......Page 9
Tables......Page 10
Contributors......Page 11
Foreword......Page 18
Acknowledgements......Page 21
Introduction......Page 22
Part I: Pedagogic context......Page 30
1. Why assessment is changing......Page 32
2. How assesment frames student learning......Page 44
3. Evaluating new priorities for assesment in higher education......Page 58
4. Accessible and adaptable elements of Alverno student assessment-as-learning: Strategies and challenges for peer review......Page 69
5. Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice......Page 85
Part II: Implementing feedback......Page 100
6. Evaluating written feedback......Page 102
7. Using formative assessment to improve student learning through critical reflection......Page 113
8. Improving performance through enhancing student understanding of criteria and feedback......Page 121
9. Using core assessment criteria to improve eassy writing......Page 131
Part III: Stimulating learning......Page 142
10. Online instantaneous and targeted feedback for remote learners......Page 144
11. Improving student experience through making assessments 'flow'......Page 153
12. Confidence-based marking: Towards deeper learning and better exams......Page 162
13. Developing group learning through assessment......Page 171
14. Supporting diverse students: Developing learner autonomy via assessment......Page 179
Part IV: Encouraging professional development......Page 190
15. Identifying themes for staff development: The essential part of PDP innovation......Page 192
16. Assessing learning in a PBL curriculum for healthcare training......Page 201
17. ePortfolios: Supporting assessment in complex educational environments......Page 212
18. Assessment to support developments in interprofessional education......Page 221
19. Academic professionalism: The need for change......Page 230
20. Reflections, rationales and realities......Page 237
Index......Page 249
