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Bringing together international authors to examine how diversity
and inclusion impact assessment in higher education, this book
provides educators with the knowledge and understanding required to
transform practices so that they are more equitable and inclusive
of diverse learners. Assessment drives learning and determines who
succeeds. Assessment for Inclusion in Higher Education is written
to ensure that no student is unfairly or unnecessarily
disadvantaged by the design or delivery of assessment. The chapters
are structured according to three themes: 1) macro contexts of
assessment for inclusion: societal and cultural perspectives; 2)
meso contexts of assessment for inclusion: institutional and
community perspectives; and 3) micro contexts of assessment for
inclusion: educators, students and interpersonal perspectives.
These three levels are used to identify new ways of mobilising the
sector towards assessment for inclusion in a systematic and
scholarly way. This book is essential reading for those in higher
education who design and deliver assessment, as well as researchers
and postgraduate students exploring assessment, equity and
inclusive pedagogy. Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license
Bringing together international authors to examine how diversity
and inclusion impact assessment in higher education, this book
provides educators with the knowledge and understanding required to
transform practices so that they are more equitable and inclusive
of diverse learners. Assessment drives learning and determines who
succeeds. Assessment for Inclusion in Higher Education is written
to ensure that no student is unfairly or unnecessarily
disadvantaged by the design or delivery of assessment. The chapters
are structured according to three themes: 1) macro contexts of
assessment for inclusion: societal and cultural perspectives; 2)
meso contexts of assessment for inclusion: institutional and
community perspectives; and 3) micro contexts of assessment for
inclusion: educators, students and interpersonal perspectives.
These three levels are used to identify new ways of mobilising the
sector towards assessment for inclusion in a systematic and
scholarly way. This book is essential reading for those in higher
education who design and deliver assessment, as well as researchers
and postgraduate students exploring assessment, equity and
inclusive pedagogy. Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license
This book is the first to explore the big question of how
assessment can be refreshed and redesigned in an evolving digital
landscape. There are many exciting possibilities for assessments
that contribute dynamically to learning. However, the interface
between assessment and technology is limited. Often, assessment
designers do not take advantage of digital opportunities. Equally,
digital innovators sometimes draw from models of higher education
assessment that are no longer best practice. This gap in thinking
presents an opportunity to consider how technology might best
contribute to mainstream assessment practice. Internationally
recognised experts provide a deep and unique consideration of
assessment's contribution to the technology-mediated higher
education sector. The treatment of assessment is contemporary and
spans notions of 'assessment for learning', measurement and the
roles of peer and self within assessment. Likewise the view of
educational technology is broad and includes gaming, learning
analytics and new media. The intersection of these two worlds
provides opportunities, dilemmas and exemplars. This book serves as
a reference for best practice and also guides future thinking about
new ways of conceptualising, designing and implementing assessment.
This book is the first to explore the big question of how
assessment can be refreshed and redesigned in an evolving digital
landscape. There are many exciting possibilities for assessments
that contribute dynamically to learning. However, the interface
between assessment and technology is limited. Often, assessment
designers do not take advantage of digital opportunities. Equally,
digital innovators sometimes draw from models of higher education
assessment that are no longer best practice. This gap in thinking
presents an opportunity to consider how technology might best
contribute to mainstream assessment practice. Internationally
recognised experts provide a deep and unique consideration of
assessment's contribution to the technology-mediated higher
education sector. The treatment of assessment is contemporary and
spans notions of 'assessment for learning', measurement and the
roles of peer and self within assessment. Likewise the view of
educational technology is broad and includes gaming, learning
analytics and new media. The intersection of these two worlds
provides opportunities, dilemmas and exemplars. This book serves as
a reference for best practice and also guides future thinking about
new ways of conceptualising, designing and implementing assessment.
A key skill to be mastered by graduates today is the ability to
assess the quality of their own work, and the work of others. This
book demonstrates how the higher education system might move away
from a culture of unhelpful grades and rigid marking schemes, to
focus instead on forms of feedback and assessment that develop the
critical skills of its students. Tracing the historical and
sociocultural development of evaluative judgement, and bringing
together evidence and practice design from a range of disciplines,
this book demystifies the concept of evaluative judgement and shows
how it might be integrated and encouraged in a range of pedagogical
contexts. Contributors develop various understandings of this often
poorly understood concept and draw on their experience to showcase
a toolbox of strategies including peer learning, self-regulated
learning, self-assessment and the use of technologies. A key text
for those working with students in the higher education system,
Developing Evaluative Judgement in Higher Education will give
readers the knowledge and confidence required to promote these
much-needed skills when working with individual students and
groups.
A key skill to be mastered by graduates today is the ability to
assess the quality of their own work, and the work of others. This
book demonstrates how the higher education system might move away
from a culture of unhelpful grades and rigid marking schemes, to
focus instead on forms of feedback and assessment that develop the
critical skills of its students. Tracing the historical and
sociocultural development of evaluative judgement, and bringing
together evidence and practice design from a range of disciplines,
this book demystifies the concept of evaluative judgement and shows
how it might be integrated and encouraged in a range of pedagogical
contexts. Contributors develop various understandings of this often
poorly understood concept and draw on their experience to showcase
a toolbox of strategies including peer learning, self-regulated
learning, self-assessment and the use of technologies. A key text
for those working with students in the higher education system,
Developing Evaluative Judgement in Higher Education will give
readers the knowledge and confidence required to promote these
much-needed skills when working with individual students and
groups.
This book asks how we might conceptualise, design for and evaluate
the impact of feedback in higher education. Ultimately, the purpose
of feedback is to improve what students can do: therefore,
effective feedback must have impact. Students need to be actively
engaged in seeking, sense-making and acting upon any information
provided to them in order to develop and improve. Feedback can thus
be understood as not just the giving of information, but as a
complex process integral to teaching and learning in which both
teachers and students have an important role to play. The editors
challenge us to ask two fundamental questions: when does feedback
make a difference, and how can we recognise that impact? This
volume draws together leading international researchers across
diverse disciplines, offering promising directions for both
research and practice.
This book asks how we might conceptualise, design for and evaluate
the impact of feedback in higher education. Ultimately, the purpose
of feedback is to improve what students can do: therefore,
effective feedback must have impact. Students need to be actively
engaged in seeking, sense-making and acting upon any information
provided to them in order to develop and improve. Feedback can thus
be understood as not just the giving of information, but as a
complex process integral to teaching and learning in which both
teachers and students have an important role to play. The editors
challenge us to ask two fundamental questions: when does feedback
make a difference, and how can we recognise that impact? This
volume draws together leading international researchers across
diverse disciplines, offering promising directions for both
research and practice.
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