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Assessment is a critical aspect of higher education because it has
a range of powerful impacts on what staff and students do and how
universities operate. Underpinned by relevant theory and practical
advice this fully updated new edition takes into account the
changing expectation of students in the context of an increasingly
complex and shifting higher education environment to promote the
role of formative assessment and formative feedback and its impact
on shaping the student learning experience. Presented through the
lens of contemporary perspectives, empirical evidence, and case
studies across a broad range of subject disciplines, this new
edition aims to encourage teaching and support staff to focus on
the promotion of student learning through designing and embedding
high-impact formative assessment processes and activities. Key
content covers: the theoretical and philosophical aspects of
formative assessment and formative feedback; the learning
environment in which students undertake their learning activities,
helping teachers develop appropriate formative assessment and
provide effective formative feedback; the impact of formative
assessment and formative feedback activities have on learning,
teaching, and assessment design, as well as on the academic
workload of tutors; the contemporary issues and challenges
currently driving research into formative assessment; the use of
technology in formative assessment and how different tools and
technologies allow for the provision of effective and efficient
formative feedback; the benefits of understanding how students
respond to formative assessment and formative feedback as an
opportunity to review the effectiveness of the teaching and
learning methods and techniques; the integral role of formative
assessment and formative feedback plays in postgraduate research
settings; and how innovations in formative assessment and feedback
inform key developments in large-scale assessment change. Aimed at
both experienced and early career practitioners in higher
education, this text is ideal reading for educators who wish to see
a movement away from a higher education system driven by summative
assessment to one where a more holistic approach to education
positions learning standards rather than measurement and grades as
central to effective assessment and, crucially, to return to a
focus on student learners.
Written to meet the needs of teachers, lecturers and tutors, this
is a comprehensive guide to understanding the key issues, best
practices and new developments in learning and teaching in
information and computer sciences in higher education. It covers a
range of issues relating to teaching within the broad discipline of
computing at under- and post-graduate level, including: *
curriculum * assessment * links with industry * international
perspectives * innovative techniques for teaching * effective use
of ICT in teaching. Effective Learning and Teaching in Computing
will be essential reading for less experienced teachers seeking
authoritative guidance as well as experienced teachers seeking
material for reflection and advice.
Assessment is a critical aspect of higher education because it has
a range of powerful impacts on what staff and students do and how
universities operate. Underpinned by relevant theory and practical
advice this fully updated new edition takes into account the
changing expectation of students in the context of an increasingly
complex and shifting higher education environment to promote the
role of formative assessment and formative feedback and its impact
on shaping the student learning experience. Presented through the
lens of contemporary perspectives, empirical evidence, and case
studies across a broad range of subject disciplines, this new
edition aims to encourage teaching and support staff to focus on
the promotion of student learning through designing and embedding
high-impact formative assessment processes and activities. Key
content covers: the theoretical and philosophical aspects of
formative assessment and formative feedback; the learning
environment in which students undertake their learning activities,
helping teachers develop appropriate formative assessment and
provide effective formative feedback; the impact of formative
assessment and formative feedback activities have on learning,
teaching, and assessment design, as well as on the academic
workload of tutors; the contemporary issues and challenges
currently driving research into formative assessment; the use of
technology in formative assessment and how different tools and
technologies allow for the provision of effective and efficient
formative feedback; the benefits of understanding how students
respond to formative assessment and formative feedback as an
opportunity to review the effectiveness of the teaching and
learning methods and techniques; the integral role of formative
assessment and formative feedback plays in postgraduate research
settings; and how innovations in formative assessment and feedback
inform key developments in large-scale assessment change. Aimed at
both experienced and early career practitioners in higher
education, this text is ideal reading for educators who wish to see
a movement away from a higher education system driven by summative
assessment to one where a more holistic approach to education
positions learning standards rather than measurement and grades as
central to effective assessment and, crucially, to return to a
focus on student learners.
Teaching and learning paradigms in higher education have been
called into question by the COVID-19 pandemic, requiring new
approaches, technologies, and resilience. The disruption caused to
higher education operations prompted many to raise questions about
HEI's adaptability and readiness to handle major disasters.
Focussing particularly on developing countries in Africa and the
Global South, The Emerald Handbook of Higher Education in a
Post-Covid World emphasizes the urgent need to reform pedagogical
models and the importance of recognizing and utilizing digital
learning technologies, tools, and the power of the Internet to
expand the range of teaching approaches, practices and learning
interaction options in an age in which information communication
technology and mobile devices have become commonplace in the daily
life of students, academic leaders and HE practitioners. The
contributors also address the importance of supporting the
individual student in learning communities where they are separated
by space, and safeguarding their social and emotional wellbeing as
they engage and learn through mediated-communication-systems in an
era of a fundamentally changed HE environment which will not
completely return to previous models. Providing perspectives from
contributors across multiple nations and settings, and written in a
forthright, yet engaging manner, this volume is essential reading
for higher education staff, researchers, and policy makers, to
ensure higher education across the world is prepared to offer the
best quality teaching and learning in the Covid and Post-Covid
world.
Written to meet the needs of teachers, lecturers and tutors, this
is a comprehensive guide to understanding the key issues, best
practices and new developments in learning and teaching in
information and computer sciences in higher education.
It covers a range of issues relating to teaching within the broad
discipline of computing at under- and post-graduate level,
including:
* curriculum
* assessment
* links with industry
* international perspectives
* innovative techniques for teaching
* effective use of ICT in teaching.
Effective Learning and Teaching in Computing will be essential
reading for less experienced teachers seeking authoritative
guidance as well as experienced teachers seeking material for
reflection and advice.
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