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List of figures | p. ix |
Foreword | p. xi |
Acknowledgements | p. xv |
The importance of fair assessment | p. 1 |
Introduction | p. 1 |
Constructions of fairness | p. 3 |
The policy context: The rise of the neo-liberal university | p. 6 |
The student perspective | p. 8 |
Structure of the book | p. 9 |
Who this book is for | p. 11 |
Conclusion | p. 12 |
Researching students' perceptions of fair assessment: A qualitative approach | p. 13 |
Ethics and consent | p. 14 |
Recruitment of participants | p. 14 |
Profile of students | p. 15 |
Interviews | p. 16 |
The use of vignettes | p. 17 |
Pinal rounds of interviews | p. 19 |
Transcription | p. 19 |
Reflective journal | p. 20 |
The use of literature in this research | p. 20 |
Category development | p. 21 |
Initial themes | p. 21 |
Determining the core category | p. 22 |
Development of a basic social process | p. 22 |
Measures to ensure the integrity of the theory | p. 23 |
Does the theory fit? | p. 23 |
Does the theory work? | p. 24 |
Is the theory relevant? | p. 25 |
Is the theory modifiable? | p. 25 |
Conclusion | p. 26 |
Sources of frustration with assessment | p. 27 |
The problem of frustration with assessment | p. 28 |
Sources of frustration | p. 29 |
Demonstrating capability | p. 37 |
Opportunity to demonstrate capability | p. 37 |
Whether capability has been recognized | p. 38 |
Conclusion | p. 38 |
ciding the fairness of assessment | p. 41 |
Comparison with recent assessment outcomes | p. 43 |
Discussion and comparison with others | p. 44 |
Effortv47 | |
Comparison with personal expectations and past experiences | p. 51 |
Level playing field | p. 52 |
The nature and extent of feedback about assessment | p. 64 |
The balance and variety of assessment tasks | p. 67 |
The relevance of assessment tasks | p. 73 |
Skilful teachers | p. 75 |
Teachers displaying a caring attitude | p. 82 |
Conclusion | p. 90 |
sponding to unfair assessment | p. 91 |
Emotional reactions | p. 91 |
Response modifiers | p. 95 |
Students' level of desperation | p. 96 |
Students' concern about ramifications | p. 100 |
Students' level of maturity | p. 103 |
Students' self beliefs | p. 105 |
Students' perception of teachers' approachability | p. 110 |
Students' knowledge of process | p. 112 |
Response | p. 115 |
Taking action | p. 116 |
Opting out | p. 123 |
Surviving | p. 124 |
Variation of responses and how they feed back into the process of demonstrating capability | p. 128 |
Conclusion | p. 129 |
Making assessment fairer | p. 131 |
Insights into students' views on assessment | p. 131 |
Recommendations | p. 132 |
Course coordinators | p. 133 |
Teachers | p. 135 |
Programme teams | p. 142 |
Universities | p. 144 |
Further research | p. 146 |
Conclusion | p. 147 |
Glossary | p. 149 |
Bibliography | p. 151 |
Index | p. 163 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.