Scaling Up Assessment For Learning In Higher Education

A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong. The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters.

This book is a practical guide to Assessment for Learning (AfL) in Higher Education.

This book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students’ skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.

This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports. The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times – for example, to name but a few: Florida State University’s Innovation Hub and interdisciplinary project-based approach; remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University’s Bachelor of Interior Design, General Studies, and Business programs; University of California’s strategies for making resources affordable to students; resilient online assessment measures recommended from Qatar University; strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom; simulation use in health care education; gamification strategies; innovations in online second language learning and software for new Canadian immigrants and refugees; effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada; academic literacy teaching in Colombia; inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA; and, imaginative teaching and assessment methods developed for online Kindergarten – Post-Secondary learners and teachers. Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era.

This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape. There are many exciting possibilities for assessments that contribute dynamically to learning. However, the interface between assessment and technology is limited. Often, assessment designers do not take advantage of digital opportunities. Equally, digital innovators sometimes draw from models of higher education assessment that are no longer best practice. This gap in thinking presents an opportunity to consider how technology might best contribute to mainstream assessment practice. Internationally recognised experts provide a deep and unique consideration of assessment’s contribution to the technology-mediated higher education sector. The treatment of assessment is contemporary and spans notions of ‘assessment for learning’, measurement and the roles of peer and self within assessment. Likewise the view of educational technology is broad and includes gaming, learning analytics and new media. The intersection of these two worlds provides opportunities, dilemmas and exemplars. This book serves as a reference for best practice and also guides future thinking about new ways of conceptualising, designing and implementing assessment.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy. Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts. It serves well for varying and cross-disciplinary clusters of individuals, particularly for academics, senior management of higher education institutions, and senior leaders of corporate organizations. This book equips readers with a deeper understanding of the evolving and dynamic issues that need to be addressed in the higher education context; to handle multifaceted situations in the process of engaging University students to be nurtured as future global leaders and knowledge workers.