Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.
Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Cordelia Bryan is a Principal Fellow of the Higher Education Academy (HEA) and leads the HEA Recognition Scheme at University of Hertfordshire, UK. She is also Programme Leader for an international Post Graduate Certificate in Learning and Teaching in Higher Education at Rose Bruford College of Theatre and Performance, UK. Karen Clegg is Head of Research Excellence Training at the University of York, UK, where she provides strategic direction and delivery of transferable skills, leadership and support interventions for doctoral students, researchers and senior staff. Karen is a qualified coach and Senior Fellow of the HEA.
Inhaltsangabe
Foreword Introduction: how innovative are we? Part I: Assessment in Context 1. Stepping back to move forward: the wder context of assessment in higher education 2. How assessment frames student learning 3. Changing the narrative: a programme approach to assessment through TESTA 4. Using assessment and feedback to empower students and enhance their learning 5. The transformative role of self- and peer-assessment in developing critical thinkers Part II: Implementing Feedback 6. Evaluating written feedback 7. Assessing oral presentations: style, substance and the 'razzle dazzle' trap 8. Assessing and developing employability skills through triangulated feedback 9. Innovative Assessment: the academics' perspective 10. Developing students emotional literacy in assessment and feedback 11. Developing students' proactive engagement with feedback Part III: Stimulating Learning 12. Certainty-Based Marketing: stimulating thinking and improving objective tests 13. Developing and assessing inclusivity in group learning 14. Designing engaging assessment through the use of social media and collaborative technologies 15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities 16. Assessing simulated professional practice in the performing arts 17. Archimedean levers and assessment: disseminating digital innovation in Higher Education Part IV: Assessing Professional Development 18. Developing the next generation of academics: the graduate teacher assistant experience 19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment 20. Measure for measure: wider applications of practices in professional assessment Conclusion: resilience, resourcefulness and reflections
Foreword Introduction: how innovative are we? Part I: Assessment in Context 1. Stepping back to move forward: the wder context of assessment in higher education 2. How assessment frames student learning 3. Changing the narrative: a programme approach to assessment through TESTA 4. Using assessment and feedback to empower students and enhance their learning 5. The transformative role of self- and peer-assessment in developing critical thinkers Part II: Implementing Feedback 6. Evaluating written feedback 7. Assessing oral presentations: style, substance and the 'razzle dazzle' trap 8. Assessing and developing employability skills through triangulated feedback 9. Innovative Assessment: the academics' perspective 10. Developing students emotional literacy in assessment and feedback 11. Developing students' proactive engagement with feedback Part III: Stimulating Learning 12. Certainty-Based Marketing: stimulating thinking and improving objective tests 13. Developing and assessing inclusivity in group learning 14. Designing engaging assessment through the use of social media and collaborative technologies 15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities 16. Assessing simulated professional practice in the performing arts 17. Archimedean levers and assessment: disseminating digital innovation in Higher Education Part IV: Assessing Professional Development 18. Developing the next generation of academics: the graduate teacher assistant experience 19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment 20. Measure for measure: wider applications of practices in professional assessment Conclusion: resilience, resourcefulness and reflections
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