Innovative assessment in higher education: a handbook for academic practitioners
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge
2019
|
| Ausgabe: | Second Edition |
| Schlagworte: | |
| Beschreibung: | Literaturangaben "[First edition published by Routledge 2006]"--T.p. verso |
| Beschreibung: | 1 Online-Ressource (viii, 249 Seiten) Illustrationen, Diagramme |
| ISBN: | 9780429506857 |
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| 505 | 8 | |a <P>Foreword</P><P>Introduction: how innovative are we? -- Cordelia Bryan and Karen Clegg</P><P>Part I: Assessment in Context</P><P>1. The national context of assessment in higher education -- Helen King, University of the West of England, UK</P><P>2. How assessment frames student learning -- Graham Gibbs, Independent Consultant, UK</P><P>3. Changing the narrative: a programme approach to assessment through TESTA -- Tansy Jessop, Solent University, UK</P><P>4. Using assessment and feedback to empower students and enhance their learning -- Sally Brown (et al), Independent Consultant, UK</P><P>5. The transformative role of self and peer assessment in developing critical thinkers -- Joanna Tai and Cie Adachi, Deakin University, Australia</P><B><P>Part II: Implementing Feedback</P></B><P>6. Evaluating written feedback -- Evelyn Brown and Chris Glover, UK</P><P>7. Assessing oral presentations: style, substance and the 'Razzle Dazzle' trap -- | |
| 505 | 8 | |a Steve Hutchinson, Independent Trainer, UK</P><P>8. Assessing and developing employability skills through triangulated feedback -- Susan Kane and Tom Banham, University of York, UK</P><P>9. Innovative Assessment: the academics' perspective -- Lin Norton, Liverpool Hope University, UK</P><P>10. Developing students emotional literacy in assessment and feedback -- Edd Pitt, University of Kent, Canterbury, UK</P><P>11. Developing students' proactive engagement with feedback -- Naomi Winstone , University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK</P><B><P>Part III: Stimulating Learning</P></B><P>12. Certainty-Based Marketing: stimulating thinking and improving objective tests -- Tony Gardner-Medwin, University College London, UK</P><P>13. Developing and assessing inclusivity in group learning -- | |
| 505 | 8 | |a Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK</P><P>14. Designing engaging assessment through the use of social media and collaborative technologies -- Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK</P><P>15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities -- Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK</P><P>16. Assessing simulated professional practice in the performing arts -- Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK</P><P>17. Archimedean levers and assessment: disseminating digital innovation in Higher Education -- Paul Maharg, Osgoode Hall Law School, York University, Toronto</P><B><P>Part IV: Assessing Professional Development</P></B><P>18. Developing the next generation of academics: the Graduate Teacher Assistant Experience -- | |
| 505 | 8 | |a Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK</P><P>19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment -- Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)</P><P>20. Measure for Measure: wide applications of practices in professional assessment -- Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK</P><B><P>Conclusion: Resilience, Resourcefulness and Reflections -- Cordelia Bryan and Karen Clegg</P></B> | |
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| 653 | 0 | |a Educational evaluation | |
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Datensatz im Suchindex
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| author2 | Bryan, Cordelia Clegg, Karen |
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| contents | <P>Foreword</P><P>Introduction: how innovative are we? -- Cordelia Bryan and Karen Clegg</P><P>Part I: Assessment in Context</P><P>1. The national context of assessment in higher education -- Helen King, University of the West of England, UK</P><P>2. How assessment frames student learning -- Graham Gibbs, Independent Consultant, UK</P><P>3. Changing the narrative: a programme approach to assessment through TESTA -- Tansy Jessop, Solent University, UK</P><P>4. Using assessment and feedback to empower students and enhance their learning -- Sally Brown (et al), Independent Consultant, UK</P><P>5. The transformative role of self and peer assessment in developing critical thinkers -- Joanna Tai and Cie Adachi, Deakin University, Australia</P><B><P>Part II: Implementing Feedback</P></B><P>6. Evaluating written feedback -- Evelyn Brown and Chris Glover, UK</P><P>7. Assessing oral presentations: style, substance and the 'Razzle Dazzle' trap -- Steve Hutchinson, Independent Trainer, UK</P><P>8. Assessing and developing employability skills through triangulated feedback -- Susan Kane and Tom Banham, University of York, UK</P><P>9. Innovative Assessment: the academics' perspective -- Lin Norton, Liverpool Hope University, UK</P><P>10. Developing students emotional literacy in assessment and feedback -- Edd Pitt, University of Kent, Canterbury, UK</P><P>11. Developing students' proactive engagement with feedback -- Naomi Winstone , University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK</P><B><P>Part III: Stimulating Learning</P></B><P>12. Certainty-Based Marketing: stimulating thinking and improving objective tests -- Tony Gardner-Medwin, University College London, UK</P><P>13. Developing and assessing inclusivity in group learning -- Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK</P><P>14. Designing engaging assessment through the use of social media and collaborative technologies -- Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK</P><P>15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities -- Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK</P><P>16. Assessing simulated professional practice in the performing arts -- Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK</P><P>17. Archimedean levers and assessment: disseminating digital innovation in Higher Education -- Paul Maharg, Osgoode Hall Law School, York University, Toronto</P><B><P>Part IV: Assessing Professional Development</P></B><P>18. Developing the next generation of academics: the Graduate Teacher Assistant Experience -- Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK</P><P>19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment -- Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)</P><P>20. Measure for Measure: wide applications of practices in professional assessment -- Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK</P><B><P>Conclusion: Resilience, Resourcefulness and Reflections -- Cordelia Bryan and Karen Clegg</P></B> |
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| discipline | Allgemeines |
| edition | Second Edition |
| format | Electronic eBook |
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| spelling | Innovative assessment in higher education a handbook for academic practitioners edited by Cordelia Bryan and Karen Clegg Second Edition London Routledge 2019 1 Online-Ressource (viii, 249 Seiten) Illustrationen, Diagramme txt rdacontent c rdamedia cr rdacarrier Literaturangaben "[First edition published by Routledge 2006]"--T.p. verso <P>Foreword</P><P>Introduction: how innovative are we? -- Cordelia Bryan and Karen Clegg</P><P>Part I: Assessment in Context</P><P>1. The national context of assessment in higher education -- Helen King, University of the West of England, UK</P><P>2. How assessment frames student learning -- Graham Gibbs, Independent Consultant, UK</P><P>3. Changing the narrative: a programme approach to assessment through TESTA -- Tansy Jessop, Solent University, UK</P><P>4. Using assessment and feedback to empower students and enhance their learning -- Sally Brown (et al), Independent Consultant, UK</P><P>5. The transformative role of self and peer assessment in developing critical thinkers -- Joanna Tai and Cie Adachi, Deakin University, Australia</P><B><P>Part II: Implementing Feedback</P></B><P>6. Evaluating written feedback -- Evelyn Brown and Chris Glover, UK</P><P>7. Assessing oral presentations: style, substance and the 'Razzle Dazzle' trap -- Steve Hutchinson, Independent Trainer, UK</P><P>8. Assessing and developing employability skills through triangulated feedback -- Susan Kane and Tom Banham, University of York, UK</P><P>9. Innovative Assessment: the academics' perspective -- Lin Norton, Liverpool Hope University, UK</P><P>10. Developing students emotional literacy in assessment and feedback -- Edd Pitt, University of Kent, Canterbury, UK</P><P>11. Developing students' proactive engagement with feedback -- Naomi Winstone , University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK</P><B><P>Part III: Stimulating Learning</P></B><P>12. Certainty-Based Marketing: stimulating thinking and improving objective tests -- Tony Gardner-Medwin, University College London, UK</P><P>13. Developing and assessing inclusivity in group learning -- Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK</P><P>14. Designing engaging assessment through the use of social media and collaborative technologies -- Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK</P><P>15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities -- Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK</P><P>16. Assessing simulated professional practice in the performing arts -- Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK</P><P>17. Archimedean levers and assessment: disseminating digital innovation in Higher Education -- Paul Maharg, Osgoode Hall Law School, York University, Toronto</P><B><P>Part IV: Assessing Professional Development</P></B><P>18. Developing the next generation of academics: the Graduate Teacher Assistant Experience -- Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK</P><P>19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment -- Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)</P><P>20. Measure for Measure: wide applications of practices in professional assessment -- Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK</P><B><P>Conclusion: Resilience, Resourcefulness and Reflections -- Cordelia Bryan and Karen Clegg</P></B> Hochschulunterricht (DE-588)4072562-5 gnd rswk-swf Hochschulprüfung (DE-588)4134732-8 gnd rswk-swf Universities and colleges / Great Britain / Examinations Education, Higher / Great Britain / Evaluation Educational evaluation / Great Britain Education, Higher / Evaluation Educational evaluation Universities and colleges Great Britain Examinations (DE-588)4143413-4 Aufsatzsammlung gnd-content Hochschulunterricht (DE-588)4072562-5 s Hochschulprüfung (DE-588)4134732-8 s DE-604 Bryan, Cordelia edt Clegg, Karen edt Erscheint auch als Druck-Ausgabe, Hardcover 978-1-138-58118-0 Erscheint auch als Druck-Ausgabe, Paperback 978-1-138-58119-7 9781138581180 Original 1138581186 9781138581197 1138581194 |
| spellingShingle | Innovative assessment in higher education a handbook for academic practitioners <P>Foreword</P><P>Introduction: how innovative are we? -- Cordelia Bryan and Karen Clegg</P><P>Part I: Assessment in Context</P><P>1. The national context of assessment in higher education -- Helen King, University of the West of England, UK</P><P>2. How assessment frames student learning -- Graham Gibbs, Independent Consultant, UK</P><P>3. Changing the narrative: a programme approach to assessment through TESTA -- Tansy Jessop, Solent University, UK</P><P>4. Using assessment and feedback to empower students and enhance their learning -- Sally Brown (et al), Independent Consultant, UK</P><P>5. The transformative role of self and peer assessment in developing critical thinkers -- Joanna Tai and Cie Adachi, Deakin University, Australia</P><B><P>Part II: Implementing Feedback</P></B><P>6. Evaluating written feedback -- Evelyn Brown and Chris Glover, UK</P><P>7. Assessing oral presentations: style, substance and the 'Razzle Dazzle' trap -- Steve Hutchinson, Independent Trainer, UK</P><P>8. Assessing and developing employability skills through triangulated feedback -- Susan Kane and Tom Banham, University of York, UK</P><P>9. Innovative Assessment: the academics' perspective -- Lin Norton, Liverpool Hope University, UK</P><P>10. Developing students emotional literacy in assessment and feedback -- Edd Pitt, University of Kent, Canterbury, UK</P><P>11. Developing students' proactive engagement with feedback -- Naomi Winstone , University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK</P><B><P>Part III: Stimulating Learning</P></B><P>12. Certainty-Based Marketing: stimulating thinking and improving objective tests -- Tony Gardner-Medwin, University College London, UK</P><P>13. Developing and assessing inclusivity in group learning -- Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK</P><P>14. Designing engaging assessment through the use of social media and collaborative technologies -- Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK</P><P>15. Developing autonomy via Assessment for Learning: students' views of their involvement in self and peer review activities -- Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK</P><P>16. Assessing simulated professional practice in the performing arts -- Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK</P><P>17. Archimedean levers and assessment: disseminating digital innovation in Higher Education -- Paul Maharg, Osgoode Hall Law School, York University, Toronto</P><B><P>Part IV: Assessing Professional Development</P></B><P>18. Developing the next generation of academics: the Graduate Teacher Assistant Experience -- Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK</P><P>19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment -- Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)</P><P>20. Measure for Measure: wide applications of practices in professional assessment -- Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK</P><B><P>Conclusion: Resilience, Resourcefulness and Reflections -- Cordelia Bryan and Karen Clegg</P></B> Hochschulunterricht (DE-588)4072562-5 gnd Hochschulprüfung (DE-588)4134732-8 gnd |
| subject_GND | (DE-588)4072562-5 (DE-588)4134732-8 (DE-588)4143413-4 |
| title | Innovative assessment in higher education a handbook for academic practitioners |
| title_auth | Innovative assessment in higher education a handbook for academic practitioners |
| title_exact_search | Innovative assessment in higher education a handbook for academic practitioners |
| title_full | Innovative assessment in higher education a handbook for academic practitioners edited by Cordelia Bryan and Karen Clegg |
| title_fullStr | Innovative assessment in higher education a handbook for academic practitioners edited by Cordelia Bryan and Karen Clegg |
| title_full_unstemmed | Innovative assessment in higher education a handbook for academic practitioners edited by Cordelia Bryan and Karen Clegg |
| title_short | Innovative assessment in higher education |
| title_sort | innovative assessment in higher education a handbook for academic practitioners |
| title_sub | a handbook for academic practitioners |
| topic | Hochschulunterricht (DE-588)4072562-5 gnd Hochschulprüfung (DE-588)4134732-8 gnd |
| topic_facet | Hochschulunterricht Hochschulprüfung Aufsatzsammlung |
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