How Assessment Supports Learning

cover

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Title Page, Copyright

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pp. i-iv

Contents

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pp. v-vii

Foreword

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pp. ix-x

Why bother with assessment? Surely, examinations have been a successful strategy for endless years, we are familiar with them and they have helped us get where we are today. Students may find them challenging, but they have served us well. This is often the starting point when trying to open discussion about assessment in higher education. Assessment is defined by past practice, not by what it is needed for now. There are many reasons why we need to revisit some of our taken-for-granted assumptions...

Acknowledgements

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pp. xi-xii

This book could not have been compiled without the involvement and support of many people in the activities of the Learning-oriented Assessment Project (LOAP). This project, based in the Hong Kong Institute of Education, was made possible by a Teaching Development Grant awarded by the University Grants Committee for which we express our gratitude. Firstly, we would like to thank Paul Morris, President of the Hong Kong Institute of...

1: Improving Assessment, Improving Learning

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pp. 1-6

The genesis of this book lies in the Learning-oriented Assessment Project (LOAP) which sought to identify, promote and disseminate useful practices in assessment that would promote productive learning. The project was based in the Hong Kong Institute of Education and included all the tertiary institutions in Hong Kong. This book is about improving student learning: there are many ways to enhance student...

2: A Conceptual Framework for Learning-oriented Assessment

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pp. 7-15

This book presents different techniques used by teachers across a range of disciplines in higher education. Each technique is concerned with assessment in some form. Each one is also designed to improve students’ learning. These techniques are more than simply good ideas. While they are valuable because they have demonstrated their worth in practice, how they contribute to learning fits within a framework...

3: Assessment Practices That Promote Learning

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pp. 17-157

...The practices are not considered to be ‘perfect’; of course, there is no such thing in education. Neither can they be simply applied to a new situation without modification. They are presented in the hope that they will stimulate thought, be adapted in small or major ways, and lead to better, more satisfying practice for teachers and better learning experiences for students...

4: The Way Forward

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pp. 159-168

This concluding chapter addresses four main issues that are central to ongoing progress in reconfiguring assessment productively. Firstly, we look at some of the shifts in assessment in higher education in Hong Kong. Secondly, we return to some of the main challenges in assessment first raised in Chapter 1 and indicate how they might be tackled. Thirdly, we look at assessment at a macro-level and discuss some of the factors which inhibit assessment change and development...

Appendix: Useful Resources

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pp. 169-175

References

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pp. 177-178