Assessing assessment: new developments in assessment design, feedback practices and marking in higher education

Bloxham, Susan (2014) Assessing assessment: new developments in assessment design, feedback practices and marking in higher education. In: Fry, Heather, Ketteridge, Steve and Marshall, Stephanie, (eds.) A handbook for teaching and learning in higher education: enhancing academic practice, 4th edition. Taylor & Francis (Routledge), Abingdon and New York, pp. 107-122.

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Abstract

Assessment strongly influences students’ learning. Well designed and managed, it has the power to drive learning more than any other aspect of the student experience. However, it is also the aspect of the lecturer’s role which has most potential for difficulty and low student satisfaction. This chapter introduces key theories, issues and practical methods in assessment. It draws on the ideas of assessment of, for and as learning to frame debate about how assessment practice can meet the need to summatively judge students’ achievements whilst also promoting high quality and sustainable learning. The chapter also outlines the importance of dialogue and engagement with feedback and the challenge of reliable marking.

Item Type:	Book Section
Publisher:	Taylor & Francis (Routledge)
ISBN:	9780415709965
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Chapter 8 within book. This is an accepted manuscript of a book chapter published by Routledge in 'A handbook for teaching and learning in higher education: enhancing academic practice, 4th edition' on 18 August 2014, available online: http://www.routledge.com/books/details/9780415709965/
Depositing User:	Insight Administrator
Date Deposited:	01 Oct 2014 08:11
Last Modified:	12 Jan 2024 13:00
URI:	https://insight.cumbria.ac.uk/id/eprint/1579

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