rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Assessment, Learning and Judgement in Higher Education
  name:
    name part: Joughin, Gordon.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2009
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XIV, 233 p. online resource.
  abstract: There has been a remarkable growth of interest in the assessment of student learning and its relation to learning processes in higher education over the past ten years. Much of the work has sought to explicate the relationship between assessment and learning, and to provide academics with examples of assessment practices that have been considered as successful in promoting learning as well as judging students’ achievements. Other work has provided descriptions and frameworks for assessing what have come to be termed ‘learning outcomes’. It is now timely to take stock of some of the critical concepts that underpin our understanding of the relationships between assessment and learning. This book makes a significant contribution to conceptualizing key aspects of assessment that are critical to learning, building on research conducted in the UK and Australia. It focuses on the role of assessment in directing students’ study, provides feedback that is acted on by students to improve their work, and helps students to develop the capacity to evaluate the quality of their own work and improve it during its production. The book consists of chapters written by leading assessment scholars. Each chapter provides an in-depth examination of an aspect of the conceptual framework.
  table of contents: Introduction: Refocusing Assessment -- Assessment, Learning and Judgement in Higher Education: A Critical Review -- How Can Practice Reshape Assessment? -- Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning -- Faulty Signals? Inadequacies of Grading Systems and a Possible Response -- The Edumetric Quality of New Modes of Assessment: Some Issues and Prospects -- Plagiarism as a Threat to Learning: An Educational Response -- Using Assessment Results to Inform Teaching Practice and Promote Lasting Learning -- Instrumental or Sustainable Learning? The Impact of Learning Cultures on Formative Assessment in Vocational Education -- Collaborative and Systemic Assessment of Student Learning: From Principles to Practice -- Changing Assessment in Higher Education: A Model in Support of Institution-Wide Improvement -- Assessment, Learning and Judgement: Emerging Directions.
  note: edited by Gordon Joughin.
  subject:
    topic: Education
  subject:
    topic: Assessment
  subject:
    topic: Education
  subject:
    topic: Assessment, Testing and Evaluation
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  identifier: 9781402089053
  identifier: http://dx.doi.org/10.1007/978-1-4020-8905-3
  record info:
    record creation date: 110406
    record change date: 20151204170854.0
    record identifier: 978-1-4020-8905-3