By David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski
A severe factor in better schooling is the powerful implementation of evaluate with the middle function of marketing efficient scholar studying. This edited assortment offers a cutting-edge dialogue of modern, state-of-the-art paintings into overview for studying in larger schooling. It introduces a brand new subject of scaling up, so one can be welcomed via theorists, researchers, curriculum leaders and college lecturers, and showcases the paintings of best figures from Australia, England, continental Europe and Hong Kong.
The paintings illuminates 4 key components: (1) allowing review swap; (2) review for studying concepts and implementation; (3) suggestions for studying; (4) utilizing expertise to facilitate overview for studying. Solidly research-based and sporting very important implications for more suitable perform in review for studying on the college point, it's a needs to learn for tutorial builders, researchers, collage lecturers, educational leaders and all these drawn to evaluation matters.
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Extra resources for Scaling up Assessment for Learning in Higher Education
2012). Assessment literacy: The foundation for improving student learning. Oxford: Oxford Centre for Staff and Learning Development. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. , & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge.
Assessment and feedback: Institutional experiences of student feedback, 1996–2007. Higher Education Quarterly, 63(3), 264–286. Chapter 2 Standards-Based Assessment for an Era of Increasing Transparency David Boud Abstract The macro policy context for assessment in higher education has changed to focus on explicit standards and learning outcomes. While different countries and institutions are at different stages of the process of reorienting assessment to become more directly standards based, the implications for assessment and learning are substantial.
Introduction With respect to assessment and feedback, universities across the world share a formidable challenge: how can they continue to ensure that their students thrive in authentic and engaging learning environments attuned to twenty-first-century needs? Addressing this challenge is far from straightforward, since three interlocking dilemmas need to be resolved. First, there is the need to strike a balance between local exigencies and emerging directions of travel globally. The aim, in other words, is to ensure on the one hand that developments in assessment within a given university go with the grain of disciplinary and institutional requirements and strategic goals, while on the other there is an openness to what might be learned from advances in practices in other universities, subject areas and national systems of higher education.
Scaling up Assessment for Learning in Higher Education by David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski