In this Book

summary
Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need. In education, theory and practice are often poorly linked. In this guide, Teresa McConlogue presents theoretical ideas and research findings and links them to practice. She considers recent theoretical work on feedback and suggests ways of developing evaluative judgement. Throughout the book, teachers are encouraged to examine their practice critically, and there are ideas for small-scale educational investigations, involving teachers, their colleagues and students, such as using the Assessment Review Questionnaire to adapt assessments. A key principle of Assessment and Feedback in Higher Education is that an understanding of academic standards is fundamental to good assessment design and more reliable marking. The guide explores the concept of academic standards and proposes methods of co-constructing shared standards within a teaching team and with students through calibration activities.

Table of Contents

  1. Cover
  2. open access
    • View HTML View
    contents
  1. 00_Halftitle_Page.
  2. p. i
  3. open access
    • View HTML View
    contents
  1. Title Page
  2. p. iii
  3. open access
    • View HTML View
    contents
  1. Copyright Page
  2. p. iv
  3. open access
    • View HTML View
    contents
  1. Contents
  2. p. v
  3. open access
    • View HTML View
    contents
  1. List of Figures and Tables
  2. p. vi
  3. open access
    • View HTML View
    contents
  1. Glossary
  2. pp. vii-x
  3. open access
    • View HTML View
    contents
  1. Acknowledgements
  2. pp. xi-xii
  3. open access
    • View HTML View
    contents
  1. 1. Introduction
  2. pp. 1-10
  3. open access
    • View HTML View
    contents
  1. 2. Key Perspectives
  2. pp. 11-27
  3. open access
    • View HTML View
    contents
  1. Part 1: Designing Assessment
  2. p. 29
  3. open access
    • View HTML View
    contents
  1. 3. Designing Assessment for a Course Unit/Module
  2. pp. 31-52
  3. open access
    • View HTML View
    contents
  1. 4. Designing Assessment Across a Programme
  2. pp. 53-63
  3. open access
    • View HTML View
    contents
  1. 5. Reaching Out: Making Links with Communities
  2. pp. 64-81
  3. open access
    • View HTML View
    contents
  1. Part 2: Making Judgements
  2. p. 83
  3. open access
    • View HTML View
    contents
  1. 6. Marker Reliability
  2. pp. 85-98
  3. open access
    • View HTML View
    contents
  1. 7. Peer and Collaborative Assessment
  2. pp. 99-117
  3. open access
    • View HTML View
    contents
  1. 8. Giving Good Quality Feedback
  2. pp. 118-134
  3. open access
    • View HTML View
    contents
  1. Part 3: Inclusivity
  2. p. 135
  3. open access
    • View HTML View
    contents
  1. 9. Developing Inclusive Curriculum and Assessment Practices
  2. pp. 137-150
  3. open access
    • View HTML View
    contents
  1. 10. Conclusion
  2. pp. 151-153
  3. open access
    • View HTML View
    contents
  1. References
  2. pp. 154-162
  3. open access
    • View HTML View
    contents
  1. Index
  2. pp. 163-166
  3. open access
    • View HTML View
    contents
  1. BCover.
  2. open access
    • View HTML View
    contents

Additional Information

ISBN
9781787353640
Related ISBN
9781787353657
MARC Record
OCLC
1229607727
Launched on MUSE
2021-01-19
Language
English
Open Access
Yes
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.