Innovative Assessment in Higher Education
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portes grátis
Innovative Assessment in Higher Education
A Handbook for Academic Practitioners
Bryan, Cordelia; Clegg, Karen
Taylor & Francis Ltd
04/2019
256
Dura
Inglês
9781138581180
15 a 20 dias
544
Descrição não disponível.
Foreword; Introduction: how innovative are we?; Part I: Assessment in Context; 1. Stepping back to move forward: the wder context of assessment in higher education; 2. How assessment frames student learning; 3. Changing the narrative: a programme approach to assessment through TESTA; 4. Using assessment and feedback to empower students and enhance their learning; 5. The transformative role of self- and peer-assessment in developing critical thinkers; Part II: Implementing Feedback; 6. Evaluating written feedback; 7. Assessing oral presentations: style, substance and the 'razzle dazzle' trap; 8. Assessing and developing employability skills through triangulated feedback; 9. Innovative Assessment: the academics' perspective; 10. Developing students emotional literacy in assessment and feedback; 11. Developing students' proactive engagement with feedback; Part III: Stimulating Learning; 12. Certainty-Based Marketing: stimulating thinking and improving objective tests; 13. Developing and assessing inclusivity in group learning; 14. Designing engaging assessment through the use of social media and collaborative technologies; 15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities; 16. Assessing simulated professional practice in the performing arts; 17. Archimedean levers and assessment: disseminating digital innovation in Higher Education; Part IV: Assessing Professional Development; 18. Developing the next generation of academics: the graduate teacher assistant experience; 19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment; 20. Measure for measure: wider applications of practices in professional assessment; Conclusion: resilience, resourcefulness and reflections
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Contract Cheating;Cordelia Bryan;UK Professional Standard Framework;Karen Clegg;UK National Student Survey;higher education;FMD;assessment;Public Engagement;feedback;Teaching Excellence Framework;technology in assessment;Occupational Therapy Undergraduate Programme;online assessment;PG Cert;academic practice;Final Degree Mark;student experience;UK Job;UK High Education;Student Module Evaluation;Rose Bruford College;UK's High Education Academy;UK High Education Sector;Professional Development;Student Engagement;AEQ;NSS Data;Feedback Literacy;Good Feedback Practice;Serve Student Learning;Alverno College;GTA Training;FMD Virus
Foreword; Introduction: how innovative are we?; Part I: Assessment in Context; 1. Stepping back to move forward: the wder context of assessment in higher education; 2. How assessment frames student learning; 3. Changing the narrative: a programme approach to assessment through TESTA; 4. Using assessment and feedback to empower students and enhance their learning; 5. The transformative role of self- and peer-assessment in developing critical thinkers; Part II: Implementing Feedback; 6. Evaluating written feedback; 7. Assessing oral presentations: style, substance and the 'razzle dazzle' trap; 8. Assessing and developing employability skills through triangulated feedback; 9. Innovative Assessment: the academics' perspective; 10. Developing students emotional literacy in assessment and feedback; 11. Developing students' proactive engagement with feedback; Part III: Stimulating Learning; 12. Certainty-Based Marketing: stimulating thinking and improving objective tests; 13. Developing and assessing inclusivity in group learning; 14. Designing engaging assessment through the use of social media and collaborative technologies; 15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities; 16. Assessing simulated professional practice in the performing arts; 17. Archimedean levers and assessment: disseminating digital innovation in Higher Education; Part IV: Assessing Professional Development; 18. Developing the next generation of academics: the graduate teacher assistant experience; 19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment; 20. Measure for measure: wider applications of practices in professional assessment; Conclusion: resilience, resourcefulness and reflections
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Contract Cheating;Cordelia Bryan;UK Professional Standard Framework;Karen Clegg;UK National Student Survey;higher education;FMD;assessment;Public Engagement;feedback;Teaching Excellence Framework;technology in assessment;Occupational Therapy Undergraduate Programme;online assessment;PG Cert;academic practice;Final Degree Mark;student experience;UK Job;UK High Education;Student Module Evaluation;Rose Bruford College;UK's High Education Academy;UK High Education Sector;Professional Development;Student Engagement;AEQ;NSS Data;Feedback Literacy;Good Feedback Practice;Serve Student Learning;Alverno College;GTA Training;FMD Virus
