Contributors | p. ix |
Acknowledgements | p. x |
Introduction and Context | p. 1 |
Introduction | p. 3 |
The primacy of assessment | p. 3 |
Assessment pressures and influences | p. 3 |
Policy | p. 4 |
Research evidence | p. 5 |
Why another assessment book? | p. 6 |
Situated practice | p. 7 |
Audience | p. 8 |
Plan of the book | p. 8 |
How to use this book | p. 10 |
A note about terminology | p. 13 |
Conclusion | p. 14 |
The evidence base for assessment practice in higher education | p. 15 |
The relationship between assessment and learning | p. 16 |
The relationship between feedback and learning | p. 20 |
The validity of assessment tasks | p. 24 |
Constructive alignment | p. 27 |
Conclusion | p. 29 |
The conflicting purposes of assessment | p. 31 |
Validity | p. 34 |
Reliability | p. 38 |
Effectiveness | p. 40 |
Comparability and consistency | p. 40 |
Equity | p. 41 |
Practicability | p. 42 |
Transparency | p. 42 |
Attribution | p. 44 |
Conclusion and possible ways forward | p. 44 |
Dealing with Assessment | p. 47 |
Teaching a module: maximising the potential of assessment | p. 49 |
Assessment basics | p. 49 |
Assessment and learning | p. 52 |
Writing assessment tasks | p. 54 |
Writing examination papers | p. 54 |
Designing and setting up group assignments | p. 56 |
Writing assessment criteria and standards | p. 59 |
Peer and self-assessment | p. 62 |
Designing tasks to reduce plagiarism | p. 63 |
When problems crop up | p. 64 |
Conclusion | p. 65 |
Preparing students for assessment | p. 66 |
Introduction | p. 66 |
What is involved in becoming academically literate? | p. 66 |
A framework for preparing students for assessment: integrating guidance and feedback | p. 71 |
Giving explicit information to students | p. 72 |
Telling what cannot be told: tacit information transfer | p. 74 |
Conclusion | p. 79 |
Marking | p. 81 |
Introduction | p. 81 |
Marking and marking practices | p. 82 |
Assessment criteria, grade descriptors and marking schemes | p. 87 |
Other approaches to improving accuracy of marking | p. 93 |
Managing your marking | p. 95 |
Issues in marking | p. 95 |
Peer marking | p. 97 |
Marking group assignments | p. 97 |
Conclusion | p. 102 |
Providing effective feedback | p. 103 |
Introduction | p. 103 |
Timely feedback | p. 104 |
Written feedback | p. 104 |
Formative feedback | p. 111 |
Engaging students with feedback | p. 114 |
Evaluating the student perspective | p. 116 |
Conclusion | p. 116 |
Moderation: towards greater consistency in marking | p. 117 |
Setting the context | p. 117 |
Moderation | p. 118 |
Internal moderation | p. 120 |
External moderation | p. 123 |
Conclusion | p. 128 |
Managing assessment in different roles | p. 129 |
Introduction | p. 129 |
Promoting equity | p. 130 |
Tutor level | p. 130 |
Module leader level | p. 131 |
Programme leader level | p. 132 |
Head of department level | p. 133 |
Chairs of assessment boards | p. 134 |
Institutional leadership | p. 135 |
A note on data protection | p. 137 |
Conclusion | p. 138 |
Supporting widening participation through assessment | p. 139 |
Introduction | p. 139 |
Widening participation, retention and achievement | p. 140 |
Using assessment to support retention and achievement | p. 141 |
Equal opportunities in assessment practice | p. 143 |
Assessing disabled students and those with specific learning difficulties | p. 146 |
Assessment and promoting race equality | p. 151 |
Conclusion | p. 154 |
Developing Assessment | p. 155 |
Planning a programme assessment strategy | p. 157 |
The importance of a programme approach | p. 157 |
Validation | p. 158 |
Six steps to an effective programme approach | p. 159 |
Conclusion: an iterative approach | p. 175 |
Planning the assessment for a module | p. 176 |
Introduction | p. 176 |
Reference points | p. 178 |
Deciding on the assessment plan | p. 181 |
Module descriptor template | p. 187 |
Building in flexibility | p. 188 |
Conclusion | p. 188 |
Diversifying assessment methods | p. 189 |
Introduction | p. 189 |
Why diversify? | p. 189 |
Caution | p. 191 |
Assessment methods | p. 203 |
Sources of information | p. 204 |
Conclusion | p. 206 |
Computer-aided assessment | p. 207 |
Introduction | p. 207 |
Benefits of computer aided assessment | p. 209 |
Challenges of computer aided assessment | p. 210 |
Online testing | p. 211 |
Assessing online discussion | p. 213 |
Group peer assessment software | p. 215 |
Supporting diverse learners | p. 218 |
Cheating and plagiarism detection | p. 218 |
Sources of further information | p. 219 |
Conclusion | p. 220 |
Professional development and assessment | p. 221 |
Introduction | p. 221 |
Workplace learning | p. 221 |
Areas for review | p. 226 |
Conclusion | p. 230 |
Glossary | p. 232 |
References | p. 237 |
Index | p. 257 |
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