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Scaling up assessment for learning i...

Carless, David.

Scaling up assessment for learning in higher education

Record Type:	Electronic resources : Monograph/item
Title/Author:	Scaling up assessment for learning in higher educationedited by David Carless ... [et al.].
other author:	Carless, David.
Published:	Singapore :Springer Singapore :2017.
Description:	xiv, 222 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education, HigherEvaluation.
Online resource:	http://dx.doi.org/10.1007/978-981-10-3045-1
ISBN:	9789811030451$q(electronic bk.)

Scaling up assessment for learning in higher education
Scaling up assessment for learning in higher education[electronic resource] /edited by David Carless ... [et al.]. - Singapore :Springer Singapore :2017. - xiv, 222 p. :ill., digital ;24 cm. - The enabling power of assessment,v.52198-2643 ;. - Enabling power of assessment ;1..

Part I. Enabling Assessment Change -- 1 Scaling up Assessment for Learning: Progress and Prospects -- 2 Standards-Based Assessment for an Era of Increasing Transparency -- 3 Surfacing and Sharing Advances in Assessment: A Communities of Practice Approach -- 4 Inspiring Transformation through TESTA's Programme Approach -- Part II Assessment for Learning Strategies and Implementation -- 5 Making Assessment for Learning Happen through Assessment Task Design in the Law Curriculum -- 6 Clinical Assessment Judgements and 'Connoisseurship': Surfacing Curriculum-Wide Standards through Transdisciplinary Dialogue -- 7 The Use and Design of Rubrics to Support Assessment for Learning -- 8 Students' Experiences of Assessment for Learning -- Part III Feedback for Learning -- 9 Contextual Influences on Feedback Practices: An Ecological Perspective -- 10 Student Utilisation of Feedback: A Cyclical Model -- 11 Feelings about Feedback: The Role of Emotions in Assessment for Learning -- 12 Conditions and Effects of Feedback viewed through the Lens of the Interactive Tutoring Feedback Model -- Part IV Using Technology to Facilitate Assessment for Learning -- 13 Technology-Enhanced Assessment Feedback -- 14 How does Technology enable Scaling up Assessment for Learning?.

A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong. The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters.

ISBN: 9789811030451$q(electronic bk.)

Standard No.: 10.1007/978-981-10-3045-1doiSubjects--Topical Terms:

291512
Education, Higher
--Evaluation.

LC Class. No.: LB2331.62 / .S23 2017

Dewey Class. No.: 378.1662

Scaling up assessment for learning in higher education
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520 $a A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong. The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters.
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