Advances and Innovations in University Assessment and Feedback
Advances and Innovations in University Assessment and Feedback
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Abstract
Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.
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Front Matter
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Introduction
Noel Entwistle and others
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Part A Changing Perspectives On The Nature And Purposes Of Assessment
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1
Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning
David Boud
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2
Flourishing amid Strangeness and Uncertainty: Exploring the Meaning of ‘Graduateness’ and its Challenges for Assessment
Carolin Kreber
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3
Assessment for Learning Environments: A Student-Centred Perspective
Liz McDowell andKay Sambell
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1
Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning
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Part B Tudents‘ Perceptions Of Assessment And Feedback
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Part C Reconceptualising Important Facets of Assessment
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Part D Innovations in Assessment Practices
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10
Guiding Principles for Peer Review:Unlocking Learners’ Evaluative Skills
David Nicol
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11
Disruptionsand Dialogues:Supporting Collaborative Connoisseurshipin Digital Environments
Clara O’Shea andTim Fawns
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12
Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback
Velda McCune andSusan Rhind
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10
Guiding Principles for Peer Review:Unlocking Learners’ Evaluative Skills
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End Matter
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