Rethinking Assessment in Higher Education: Learning for the Longer Term

by Boud; David

• ISBN13: 9780415397780
• ISBN10: 0415397782
• Format: Hardcover
• Copyright: 2007-04-19
• Publisher: Routledge

Summary

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students? learning. It directs attention to what is important and acts as an incentive for study. This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners.

Table of Contents

List of illustrations	p. vii
List of contributors	p. ix
Setting the scene	p. 1
Introduction: assessment for the longer term	p. 3
Reframing assessment as if learning were important	p. 14
The context of assessment	p. 27
Assessment in higher education: an impossible mission?	p. 29
Learning assessment: students' experiences in post-school qualifications	p. 41
Themes	p. 55
Contradictions of assessment for learning in institutions of higher learning	p. 57
Grading, classifying and future learning	p. 72
Assessment engineering: breaking down barriers between teaching and learning, and assessment	p. 87
Towards more sustainable feedback to students	p. 101
Conceptions of self-assessment: what is needed for long-term learning?	p. 114
The place of peers in learning and assessment	p. 128
Assessment and emotion: the impact of being assessed	p. 144
The practice of assessment	p. 157
Writing about practice for future learning	p. 159
The contribution of sustainable assessment to teachers' continuing professional development	p. 167
Developing assessment for informing judgement	p. 181
Index	p. 198
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