How Assessment Supports Learning: Learning-oriented Assessment in ActionHow Assessment Supports Learning: Learning-oriented Assessment in Action invites teachers in higher education to rethink the purposes of assessment and to revise their assessment practices in the interests of improved student learning. It combines practice, theory, research and extensive examples of assessment techniques to support academics in this vital part of their multi-faceted role. This book presents 39 innovative assessment practices from a range of disciplines and located in a clearly articulated theoretical framework. This framework is congruent with outcomes-based approaches, currently being implemented in universities in Hong Kong and elsewhere. The practices, which can be modified for use in a wide range of contexts, illustrate how assessment can be used to engage students in productive learning, provide genuinely helpful feedback efficiently, and help students learn to evaluate and improve the quality of their own work. The book concludes with suggestions for responding to challenges at the interface between assessment and learning. |
Contents
Assessment Practices That Promote Learning | 17 |
Miniviva for assignment feedback and discussion | 46 |
Providing immediate feedback through a personal response system | 60 |
Focused feedback and reflections to inform learning | 73 |
Assessing creative team work using ongoing peer critique | 88 |
Technologyfacilitated peer assessment of music creation | 105 |
EVALUATING ONESELF | 125 |
PROCESSING AND ACTING ON FEEDBACK | 141 |
The Way Forward | 159 |
References | 177 |
Common terms and phrases
Acting on Feedback analysis Appendix assessment criteria assessment practices assessment process assessment tasks Bachelor of Education Background Rationale Procedure Contributor develop discussion draft Education Email Education Summary enhance errors essay Evaluating Oneself Evaluating Peers Feedback Form feedforward formative assessment Further suggestions grades helps students Higher Education Higher Education Academy Higher-Order Thinking Hong Kong Institute identify improve Institute of Education issues learners Learning Autonomously learning management system learning outcomes learning tasks learning-oriented assessment lecturer marking materials Outcomes worth metacognition module noting Student response Outcomes worth noting Outcomes-based education peer assessment peer feedback performance personal response system plagiarism portfolio practice supports learning presentation problem-based learning Processing and Acting programme Progress Map questions receive feedback reflect self-assessment skills strategies student learning student-centred learning summative assessment Supporting materials Outcomes teacher teaching topic tutor understanding University of Hong WebCT worth noting Student writing
References to this book
Improving Teacher Education Through Action Research Ming-Fai Hui,David L. Grossman No preview available - 2008 |