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    Developing Effective Assessment in Higher Education A Practical Guide

    ISBN-10: 0335221084
    ISBN-13: 9780335221080
    Author(s): Susan Bloxham, Pete Boyd
    Buy it from: $445.74
    This item will ship on Monday, March 30.

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    Publisher: McGraw-Hill Education
    Binding: Hardcover
    Pages: 272
    Size: 6.00" wide x 9.00" long x 0.75" tall
    Weight: 1.232
    Language: English

    Sue Bloxham is Professor of Academic Practice and Head of the Centre for Development of Learning and Teaching at the University of Cumbria, England. Peter Boyd is a Senior Lecturer in the Centre for Development of Learning and Teaching at the University of Cumbria. Sarah Chesney is Senior Lecturer in E-learning in the Centre for Development of Learning and Teaching at the University of Cumbria. Andrew Ginty is a Senior Lecturer in Learning & Teaching Development at the University of Cumbria. Marion Nuttall is the Academic Enhancement Manager at the University of Cumbria.

    Both editors are at the University of Cumbria. Pete Boyd is Senior Lecturer and Liz West is the PGCE Subject Cohort Leader for History. The majority of the contributors are at Cumbria too.

    Contributorsp. ix
    Acknowledgementsp. x
    Introduction and Contextp. 1
    Introductionp. 3
    The primacy of assessmentp. 3
    Assessment pressures and influencesp. 3
    Policyp. 4
    Research evidencep. 5
    Why another assessment book?p. 6
    Situated practicep. 7
    Audiencep. 8
    Plan of the bookp. 8
    How to use this bookp. 10
    A note about terminologyp. 13
    Conclusionp. 14
    The evidence base for assessment practice in higher educationp. 15
    The relationship between assessment and learningp. 16
    The relationship between feedback and learningp. 20
    The validity of assessment tasksp. 24
    Constructive alignmentp. 27
    Conclusionp. 29
    The conflicting purposes of assessmentp. 31
    Validityp. 34
    Reliabilityp. 38
    Effectivenessp. 40
    Comparability and consistencyp. 40
    Equityp. 41
    Practicabilityp. 42
    Transparencyp. 42
    Attributionp. 44
    Conclusion and possible ways forwardp. 44
    Dealing with Assessmentp. 47
    Teaching a module: maximising the potential of assessmentp. 49
    Assessment basicsp. 49
    Assessment and learningp. 52
    Writing assessment tasksp. 54
    Writing examination papersp. 54
    Designing and setting up group assignmentsp. 56
    Writing assessment criteria and standardsp. 59
    Peer and self-assessmentp. 62
    Designing tasks to reduce plagiarismp. 63
    When problems crop upp. 64
    Conclusionp. 65
    Preparing students for assessmentp. 66
    Introductionp. 66
    What is involved in becoming academically literate?p. 66
    A framework for preparing students for assessment: integrating guidance and feedbackp. 71
    Giving explicit information to studentsp. 72
    Telling what cannot be told: tacit information transferp. 74
    Conclusionp. 79
    Markingp. 81
    Introductionp. 81
    Marking and marking practicesp. 82
    Assessment criteria, grade descriptors and marking schemesp. 87
    Other approaches to improving accuracy of markingp. 93
    Managing your markingp. 95
    Issues in markingp. 95
    Peer markingp. 97
    Marking group assignmentsp. 97
    Conclusionp. 102
    Providing effective feedbackp. 103
    Introductionp. 103
    Timely feedbackp. 104
    Written feedbackp. 104
    Formative feedbackp. 111
    Engaging students with feedbackp. 114
    Evaluating the student perspectivep. 116
    Conclusionp. 116
    Moderation: towards greater consistency in markingp. 117
    Setting the contextp. 117
    Moderationp. 118
    Internal moderationp. 120
    External moderationp. 123
    Conclusionp. 128
    Managing assessment in different rolesp. 129
    Introductionp. 129
    Promoting equityp. 130
    Tutor levelp. 130
    Module leader levelp. 131
    Programme leader levelp. 132
    Head of department levelp. 133
    Chairs of assessment boardsp. 134
    Institutional leadershipp. 135
    A note on data protectionp. 137
    Conclusionp. 138
    Supporting widening participation through assessmentp. 139
    Introductionp. 139
    Widening participation, retention and achievementp. 140
    Using assessment to support retention and achievementp. 141
    Equal opportunities in assessment practicep. 143
    Assessing disabled students and those with specific learning difficultiesp. 146
    Assessment and promoting race equalityp. 151
    Conclusionp. 154
    Developing Assessmentp. 155
    Planning a programme assessment strategyp. 157
    The importance of a programme approachp. 157
    Validationp. 158
    Six steps to an effective programme approachp. 159
    Conclusion: an iterative approachp. 175
    Planning the assessment for a modulep. 176
    Introductionp. 176
    Reference pointsp. 178
    Deciding on the assessment planp. 181
    Module descriptor templatep. 187
    Building in flexibilityp. 188
    Conclusionp. 188
    Diversifying assessment methodsp. 189
    Introductionp. 189
    Why diversify?p. 189
    Cautionp. 191
    Assessment methodsp. 203
    Sources of informationp. 204
    Conclusionp. 206
    Computer-aided assessmentp. 207
    Introductionp. 207
    Benefits of computer aided assessmentp. 209
    Challenges of computer aided assessmentp. 210
    Online testingp. 211
    Assessing online discussionp. 213
    Group peer assessment softwarep. 215
    Supporting diverse learnersp. 218
    Cheating and plagiarism detectionp. 218
    Sources of further informationp. 219
    Conclusionp. 220
    Professional development and assessmentp. 221
    Introductionp. 221
    Workplace learningp. 221
    Areas for reviewp. 226
    Conclusionp. 230
    Glossaryp. 232
    Referencesp. 237
    Indexp. 257
    Table of Contents provided by Ingram. All Rights Reserved.

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