How Assessment Supports Learning Learning Oriented Assessment in Action 1st Edition by David Carless ,Gordon Joughin ,Ngar Fun Liu ISBN 9622098231 978-9622098237

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Product details: 

ISBN 10:9622098231

ISBN 13:978-9622098237

Author:David Carless ,Gordon Joughin ,Ngar-FunLiu

This book presents 39 innovative assessment practices from a range of disciplines and located in a clearly articulated theoretical framework, it also concludes with suggestions for responding to challenges at the interface between assessment and learning.

Table of contents: 

1. Why bother with assessment? Surely, examinations have been a successful strategy for endless years, we are familiar with them and they have helped us get where we are today. Students may find them challenging, but they have served us well. This is often the starting point when trying to open discussion about assessment in higher education. Assessment is defined by past practice, not by what it is needed for now.

   There are many reasons why we need to revisit some of our taken-for-granted assumptions about assessment. Not only are we seeking to extend the range of outcomes for higher education…

    

   The genesis of this book lies in the Learning-oriented Assessment Project (LOAP) which sought to identify, promote and disseminate useful practices in assessment that would promote productive learning. The project was based in the Hong Kong Institute of Education and included all the tertiary institutions in Hong Kong.

   This book is about improving student learning: there are many ways to enhance student learning and the strategy that this book promotes is through assessment. Assessment is an appropriate focus because it is one element of the instructional process that cannot be avoided since institutions require assessments for certification purposes. We seek…

    

   This book presents different techniques used by teachers across a range of disciplines in higher education. Each technique is concerned with assessment in some form. Each one is also designed to improve students’ learning.

   These techniques are more than simply good ideas. While they are valuable because they have demonstrated their worth in practice, how they contribute to learning fits within a framework for learning-oriented assessment that encompasses some of the best thinking and research on assessment and learning in higher education. This chapter describes the framework which helps to illuminate the practices presented in

    

   This chapter presents 39 specific assessment practices from academics teaching in a range of Hong Kong higher education institutions. These practices share a number of qualities which we believe make them useful for academics in many contexts:

   Each one is an actual practice, used by real academics with real students. The practices are not theories or simply good ideas, though they may be based on a theoretical understanding of learning and are certainly the result of careful thought by their contributors.

   Each practice has been shown to work well in the context in which it was developed.

   Each practice has…

    

   This concluding chapter addresses four main issues that are central to ongoing progress in reconfiguring assessment productively. Firstly, we look at some of the shifts in assessment in higher education in Hong Kong. Secondly, we return to some of the main challenges in assessment first raised in Chapter 1 and indicate how they might be tackled. Thirdly, we look at assessment at a macro-level and discuss some of the factors which inhibit assessment change and development. We propose a number of strategies which may be used to meet the identified constraints. Fourthly, we summarize some of the main implications for…

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David Carless,Gordon Joughin,Ngar Fun Liu,Assessment,Supports,Learning