By Gordon Joughin (auth.), Gordon Joughin (eds.)
There has been a notable progress of curiosity within the overview of pupil studying and its relation to studying strategies in better schooling over the last ten years. a lot of the paintings has sought to explicate the connection among evaluation and studying, and to supply lecturers with examples of evaluate practices which have been regarded as winning in selling studying in addition to judging scholars’ achievements. different paintings has supplied descriptions and frameworks for assessing what have emerge as termed ‘learning outcomes’. it's now well timed to take inventory of a few of the severe recommendations that underpin our knowing of the relationships among review and studying. This booklet makes an important contribution to conceptualizing key elements of evaluation which are severe to studying, construction on study performed within the united kingdom and Australia. It specializes in the function of evaluation in directing scholars’ examine, presents suggestions that's acted on by way of scholars to enhance their paintings, and is helping scholars to strengthen the skill to judge the standard in their personal paintings and enhance it in the course of its creation. The ebook involves chapters written via major evaluation students. each one bankruptcy presents an in-depth exam of a facet of the conceptual framework.
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Extra resources for Assessment, Learning and Judgement in Higher Education
London and New York: Routledge. , & Associates (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press. Chanock, K. (2000). ’ Teaching in Higher Education, 5(1), 95–105. ). (2001). Knowing what students know: The science and design of educational assessment. Washington: National Academy Press. , & Rust, C. (2006, August–September). A methodology for evaluating the effects of programme assessment environments on student learning. Paper presented at the Third Biennial Joint Northumbria/EARLI SIG Assessment Conference, Northumbria University.
What is judged to be an appropriate level and type of mathematical knowledge, for example, may vary between engineers who use mathematics, and mathematicians who may have a role in teaching it. A focus on standards also draws attention to the problem that there are far more things to learn, know and do than can possibly be included in the assessment regime of any particular course or unit of study. Rather than attempt to squeeze an excessive number of outcomes into assessment acts it may be necessary, as the late Peter Knight has persuasively argued (Knight, 2007), to ensure that the environment of learning provides sufficient opportunities to warrant that learning has occurred rather than to end-load course assessment with so many tasks that they have to be approached by students in a manner that produces overload and ensures they are dealt with in a superficial way.
To talk of them as practices is to acknowledge that they are not just the exercise of the knowledge and skills of practitioners, but to see them as fulfilling particular purposes in particular social contexts. The practice is meaningful within the context in which it takes place. To abstract it from the environment in which it operates is to remove key features of the practice. Teaching, for example, may occur in the context of a school. Courses that prepare school teachers take great care to ensure that what is learned is learned in order to be exercised in this context, so that courses for vocational teachers or higher education teachers might differ markedly, not as a result of fundamental differences in how different students learn, but because of the social, institutional and cultural context of the organizations in which teaching occurs.