Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment.
The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include:
Competing priorities in assessment and ways of tackling them;
The nature of quality assessment task design;
The student experience of assessment;
Promoting student engagement with feedback.
An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.
David Carless is Professor of Educational Assessment and Associate Dean (Learning and Teaching) in the Faculty of Education, University of Hong Kong.
Section A: Learning and Assessment Introduction: Setting the scene Chapter 1: Competing priorities in assessment Chapter 2: Researching learning-oriented assessment Section B: Designing and implementing assessment tasks Chapter 3: Promoting student engagement with assessment tasks Chapter 4: Assessment task design in History Chapter 5: Learning-oriented assessment in Law Chapter 6: Group assessment and participation in Geology and Business Section C: Engaging with quality criteria Chapter 7: Promoting student engagement with quality Chapter 8: Engaging with criteria in History and Geology Chapter 9: Critical reviews in Architecture Section D: Reconceptualising feedback and ways forward Chapter 10: Promoting student engagement with feedback Chapter 11: Feedback processes in the cases Chapter 12: Conclusions and ways forward for learning-oriented assessment References Author Index Subject Index