Innovative assessment in higher education. A handbook for academic practitioners. Second Edition.

Sonst. Personen	Bryan, Cordelia (Hrsg.); Clegg, Karen (Hrsg.)
Titel	Innovative assessment in higher education. A handbook for academic practitioners. Second Edition.
Quelle	London: Routledge (2019), viii, 249 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1138581186; 1138581194; 978-0-429-50685-7; 978-1-138-58118-0; 978-1-138-58119-7; 9781138581180; 9781138581197
DOI	10.4324/9780429506857
Schlagwörter	Evaluation; College; Universität; Hochschulunterricht; Hochschulprüfung; Examen; Hochschule; Aufsatzsammlung
Abstract	Contents: < P> Foreword</P>< P> Introduction: how innovative are we? -- Cordelia Bryan and Karen Clegg</P>< P> Part I: Assessment in Context</P>< P>1. The national context of assessment in higher education -- Helen King, University of the West of England, UK</P>< P>2. How assessment frames student learning -- Graham Gibbs, Independent Consultant, UK</P>< P>3. Changing the narrative: a programme approach to assessment through TESTA -- Tansy Jessop, Solent University, UK</P>< P>4. Using assessment and feedback to empower students and enhance their learning -- Sally Brown (et al), Independent Consultant, UK</P>< P>5. The transformative role of self and peer assessment in developing critical thinkers -- Joanna Tai and Cie Adachi, Deakin University, Australia</P>< B>< P> Part II: Implementing Feedback</P></B>< P>6. Evaluating written feedback -- Evelyn Brown and Chris Glover, UK</P>< P>7. Assessing oral presentations: style, substance and the 'Razzle Dazzle' trap --. Steve Hutchinson, Independent Trainer, UK</P>< P>8. Assessing and developing employability skills through triangulated feedback -- Susan Kane and Tom Banham, University of York, UK</P>< P>9. Innovative Assessment: the academics' perspective -- Lin Norton, Liverpool Hope University, UK</P>< P>10. Developing students emotional literacy in assessment and feedback -- Edd Pitt, University of Kent, Canterbury, UK</P>< P>11. Developing students' proactive engagement with feedback -- Naomi Winstone, University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK</P>< B>< P> Part III: Stimulating Learning</P></B>< P>12. Certainty-Based Marketing: stimulating thinking and improving objective tests -- Tony Gardner-Medwin, University College London, UK</P>< P>13. Developing and assessing inclusivity in group learning --. Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK</P>< P>14. Designing engaging assessment through the use of social media and collaborative technologies -- Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK</P>< P>15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities -- Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK</P>< P>16. Assessing simulated professional practice in the performing arts -- Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK</P>< P>17. Archimedean levers and assessment: disseminating digital innovation in Higher Education -- Paul Maharg, Osgoode Hall Law School, York University, Toronto</P>< B>< P> Part IV: Assessing Professional Development</P></B>< P>18. Developing the next generation of academics: the Graduate Teacher Assistant Experience --. Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK</P>< P>19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment -- Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)</P>< P>20. Measure for Measure: wide applications of practices in professional assessment -- Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK</P>< B>< P> Conclusion: Resilience, Resourcefulness and Reflections -- Cordelia Bryan and Karen Clegg</P></B>.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2