David Carless

Excellence in University Assessment

Learning from award-winning practice

• Broschiertes Buch

Produktbeschreibung

Assessment is an area of intense growing interest in higher education and as a result of its centrality to student learning has become a central part of the curriculum. This book is a pioneering text, which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning approaches, inspiring higher-education practitioners to improve their own practice. The book uses a model of learning-oriented assessment to analyse the practice of university teachers who have been awarded for excellence in teaching, and critically scrutinizes these practices in order to develop key insights into key aspects of highly effective teaching, learning and assessment processes.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 270
• Erscheinungstermin: 24. April 2015
• Englisch
• Abmessung: 231mm x 165mm x 15mm
• Gewicht: 454g
• ISBN-13: 9781138824553
• ISBN-10: 1138824550
• Artikelnr.: 42486422

Autorenporträt

David Carless is Professor of Educational Assessment and Associate Dean (Learning and Teaching) in the Faculty of Education, University of Hong Kong.

Inhaltsangabe

Section A: Learning and Assessment
Introduction: Setting the scene
Chapter 1: Competing priorities in assessment
Chapter 2: Researching learning-oriented assessment
Section B: Designing and implementing assessment tasks
Chapter 3: Promoting student engagement with assessment tasks
Chapter 4: Assessment task design in History
Chapter 5: Learning-oriented assessment in Law
Chapter 6: Group assessment and participation in Geology and Business
Section C: Engaging with quality criteria
Chapter 7: Promoting student engagement with quality
Chapter 8: Engaging with criteria in History and Geology
Chapter 9: Critical reviews in Architecture
Section D: Reconceptualising feedback and ways forward
Chapter 10: Promoting student engagement with feedback
Chapter 11: Feedback processes in the cases
Chapter 12: Conclusions and ways forward for learning-oriented assessment
References
Author Index
Subject Index