A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong.
The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters.
Scaling up Assessment for Learning in Higher Education
Description
Table of Contents
Part I. Enabling Assessment Change.- 1 Scaling up Assessment for Learning: Progress and Prospects.- 2 Standards-Based Assessment for an Era of Increasing Transparency.- 3 Surfacing and Sharing Advances in Assessment: A Communities of Practice Approach.- 4 Inspiring Transformation through TESTA's Programme Approach.- Part II Assessment for Learning Strategies and Implementation.- 5 Making Assessment for Learning Happen through Assessment Task Design in the Law Curriculum.- 6 Clinical Assessment Judgements and 'Connoisseurship': Surfacing Curriculum-Wide Standards through Transdisciplinary Dialogue.- 7 The Use and Design of Rubrics to Support Assessment for Learning.- 8 Students' Experiences of Assessment for Learning.- Part III Feedback for Learning.- 9 Contextual Influences on Feedback Practices: An Ecological Perspective.- 10 Student Utilisation of Feedback: A Cyclical Model.- 11 Feelings about Feedback: The Role of Emotions in Assessment for Learning.- 12 Conditions and Effects of Feedback viewed through the Lens of the Interactive Tutoring Feedback Model.- Part IV Using Technology to Facilitate Assessment for Learning.- 13 Technology-Enhanced Assessment Feedback.- 14 How does Technology enable Scaling up Assessment for Learning?.
Author Description
David Carless is Professor of Educational Assessment and Associate Dean (Learning and Teaching) at the University of Hong Kong's Faculty of Education. His research is focused on learning-oriented assessment and sustainable feedback in higher education. His recent book, published by Routledge in 2015, is entitled Excellence in University Assessment: Learning from award-winning practice.
Susan Bridges is an associate professor and Assistant Dean (Curriculum Innovation) with the Faculty of Education/Centre for the Enhancement of Teaching and Learning, University of Hong Kong. Her research interests are interactional and ethnographic, exploring the 'how' of effective pedagogy in higher education. Her most recent co-edited book, published by Springer in 2016, is entitled Educational Technologies in Medical and Health Sciences Education.
Cecilia Ka Yuk Chan is Head of Professional Development and an associate professor at the University of Hong Kong's Centre for the Enhancement of Teaching and Learning at. She is an expert in enhancing student learning, particularly in the area of engineering, business and science education. Her research focuses on the development, assessment and evidence of generic skills.
Rick Glofcheski is a professor at the Faculty of Law, University of Hong Kong, teaching and researching tort law and labour law. His research interests include assessment for learning. Rick's teaching innovations have been recognized across the university sector. He was selected twice for the University Distinguished Teaching Award (2009 and 2015), and in 2011 he was selected for the inaugural University Grants Committee Teaching Award.