Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.001.0001
- Subject:
- Education, Educational Policy and Politics
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 ...
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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.Less
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.
Sheila Riddell, Elisabet Weedon, and Sarah Minty (eds)
- Published in print:
- 2015
- Published Online:
- September 2016
- ISBN:
- 9781474404587
- eISBN:
- 9781474418775
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474404587.001.0001
- Subject:
- Education, Higher and Further Education
This book examines the impact of devolution on Scottish and UK higher education systems, including institutional governance, approaches to tuition fees and student support, cross-border student ...
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This book examines the impact of devolution on Scottish and UK higher education systems, including institutional governance, approaches to tuition fees and student support, cross-border student flows, widening access, internationalisation and research policy. Throughout the book, higher education is used as a lens through which to interrogate critically the Scottish Government’s claim that, alone in the UK, Scotland remains a bastion of collectivism and social democracy. The authors point out that Scottish universities have flourished since devolution, attracting growing numbers of international students and expanding their research income. However, elite institutions in particular have failed to increase the proportion of students from poorer backgrounds, thus reproducing rather than challenging wider social inequality. The abolition of tuition fees in Scotland has made no difference to unequal patterns of participation. This policy favours those from more advantaged backgrounds who continue to claim the lion’s share of university places in Scotland.Less
This book examines the impact of devolution on Scottish and UK higher education systems, including institutional governance, approaches to tuition fees and student support, cross-border student flows, widening access, internationalisation and research policy. Throughout the book, higher education is used as a lens through which to interrogate critically the Scottish Government’s claim that, alone in the UK, Scotland remains a bastion of collectivism and social democracy. The authors point out that Scottish universities have flourished since devolution, attracting growing numbers of international students and expanding their research income. However, elite institutions in particular have failed to increase the proportion of students from poorer backgrounds, thus reproducing rather than challenging wider social inequality. The abolition of tuition fees in Scotland has made no difference to unequal patterns of participation. This policy favours those from more advantaged backgrounds who continue to claim the lion’s share of university places in Scotland.
