The Student Assessment Handbook: New Directions in Traditional and Online Assessment

The Student Assessment Handbook: New Directions in Traditional and Online Assessment

The Student Assessment Handbook: New Directions in Traditional and Online Assessment

The Student Assessment Handbook: New Directions in Traditional and Online Assessment

Synopsis

Anbsp;guide to current practice innbsp;assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance allnbsp;affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever. The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suitnbsp;today's teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching. The book provides advice on a wide range of topics including: * assessing to promote particular kinds of learning outcomes * using meaningful assessment techniques to assess large groups * the implications of flexible learning on timing and pacing of assessment * the pros and cons of online assessment * tackling Web plagiarism and the authentication of student work * mentoring assessment standards * assessing generic skills and quality assurance.

Excerpt

Whenever I receive the manuscript of a new book on some aspect of learning and teaching in higher education, the question arises, 'Is there really any need for this book? Does it contain anything that hasn't been covered elsewhere? Is this text really necessary?' This is particularly the case with assessment, for which many forests have been sacrificed in recent years.

However, when I read the manuscript of this text, I found myself wishing I had been involved in its production myself! The first part is a highly accessible, yet scholarly introduction to contemporary issues in assessment that sensibly makes reference to the established generic texts on assessment, but puts a new spin on them, with plenty of practical examples to illustrate the underlying theory. The second part focuses on what I regard as a central issue for assessment, which is 'fit for purpose', that is, selecting the right methods for the context, the subject, the students and the level of study. A particularly helpful feature of this section is the extensive use of illustrative case studies. The third part of the book, looking at assessment in practice, usefully explores the way in which assessment is linked to design issues in a way that encourages constructive alignment. The centrality of the student experience to assessment is emphasized here, especially the need for students to understand fully the process and the reasons behind it, which we know can dramatically impact on student retention and achievement if done properly.

This book usefully draws together many strands of thinking about the complex issues of assessment and brings them together in one accessible work, which both educational specialists and grassroots classroom teachers are likely to find invaluable. I certainly will!

Professor Sally Brown
Director of Membership Services
Institute for Learning and Teaching in Higher Education

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