Assessment and Feedback in Higher Education
A Guide for Teachers
Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need.
In education, theory and practice are often poorly linked. In this guide, Teresa McConlogue presents theoretical ideas and research findings and links them to practice. She considers recent theoretical work on feedback and suggests ways of developing evaluative judgement. Throughout the book, teachers are encouraged to examine their practice critically, and there are ideas for small-scale educational investigations, involving teachers, their colleagues and students, such as using the Assessment Review Questionnaire to adapt assessments.
A key principle of Assessment and Feedback in Higher Education is that an understanding of academic standards is fundamental to good assessment design and more reliable marking. The guide explores the concept of academic standards and proposes methods of co-constructing shared standards within a teaching team and with students through calibration activities.
Teresa McConlogue is Principal Teaching Fellow in the UCL Arena Centre.
List of figures
List of tables
Part I. Designing Assessment
3. Designing Assessment for a Module
4. Designing Assessment across a Programme
5. Reaching Out
Part II. Making Judgements
6. Marker Reliability
7. Peer and Collaborative Assessment
8. Giving Good Quality Feedback
Part III. Inclusivity
9. Inclusive Assessment Practices
Format: Open Access PDF
2 B&W illustrations
Copyright: © 2020
Publication: May 01, 2020