000 04257cam a2200301 a 4500
999 _c22375
_d22375
001 55412
010 _a 2012007999
020 _a9780415586573 (hardback)
020 _a9780415586580 (paperback)
020 _a9780203818268 (e-book)
040 _aDLC
082 0 0 _a378.166
100 1 _aSambell, Kay.
_956368
245 1 0 _aAssessment for learning in higher education /
_cKay Sambell, Liz McDowell, Catherine Montgomery.
260 _aMilton Park, Abingdon, Oxon [England] ;
_aNew York, N.Y. :
_bRoutledge,
_cc2013.
300 _ax, 167 p. ;
_c26 cm.
520 _a"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AFL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning.This book provides an important and accessible blend of practical examples of AFL in a variety of subject areas. The authors present practical, often small-scale and eminently "do-able" ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AFL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of: collaboration and dialogue authentic assessment formative assessment peer and self assessment student development for the long term innovative approaches to effective feedback . It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies.Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AFL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners"--
520 _a"Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AFL); a term that has become internationally accepted in Higher Education (HE) and features in the learning and teaching strategies of many universities, and is mandated by official bodies such as QAA in the UK. Many staff in HE are uncertain about how to implement AFL, especially in times of increasingly constrained resources, and this vital new guide provides low cost solutions that make best use of the essential new assessment tool. This book provides an important and accessible blend of practical examples of AFL in a variety of subject areas. AFL approaches require more than minor adaptations to teaching practice, but the authors present practical, often small-scale and eminently 'do-able' ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AFL principles and practice into their university teaching"--
650 0 _aEducation, Higher
_xEvaluation
_xMethodology.
_956369
650 0 _aUniversities and colleges
_xExaminations.
_956370
650 7 _aEDUCATION / General.
_94401
650 7 _aEDUCATION / Higher.
_94290
650 7 _aEDUCATION / Testing & Measurement.
_956197
700 1 _aMcDowell, Liz.
_956371
700 1 _aMontgomery, Catherine,
_d1962-
_956372
856 _uhttps://uowd.box.com/s/padn0p2yaomaxxzm8xw7vltypyv1bf7j
_zLocation Map
942 _cREGULAR
_2ddc