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Books > Social sciences > Education > Higher & further education > Open learning & distance education
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Assessment in Open, Distance, and e-Learning - Lessons from Practice (Hardcover)
Loot Price: R4,134
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Assessment in Open, Distance, and e-Learning - Lessons from Practice (Hardcover)
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Universities across the globe are attempting to change assessment
practices to address challenges in student engagement and
achievement and to respond to a global employability agenda
demanding evidence of a broader range of skills and competencies.
In the UK this has acquired urgency given the shift of higher
education over the last 20 years from the prerogative of an elite
minority to mass participation in a highly diversified market
system. Integral to this interrogation of objectives for assessment
is the identified need to develop and improve academics' assessment
practice. Strategies frequently focus on attendance at formal
Continuous Professional Development events and/or implementation of
institutional blueprints. This book showcases how scholarship as
part of academics' practice can be part of an academic toolkit for
change that expands awareness and knowledge of the purposes and
effects of the pedagogy of assessment. The case studies - ranging
from assessment in Massive Open Online Courses (MOOCs), to
assessment design for students whose first language is not English,
to the effectiveness of peer learning to support academic integrity
and programme-level assessment strategies - are framed by an
introduction that explores a 'communities of practice' approach to
the institution-wide improvement of assessment. It argues - through
a case study from The Open University (OU) - that academics'
professional expertise is best deepened through participation in
authentic activities of teaching and scholarship. The discussion
identifies what is involved in such an approach including the role
of an enabling principles-based framework, the constraints on
implementation, and the implications for leaders of teaching and
learning. This book was originally published as a special issue of
the Open Learning journal.
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