Assessment in higher education : student learning, teaching, programmes, and institutions
Author(s)
Bibliographic Information
Assessment in higher education : student learning, teaching, programmes, and institutions
(Higher education policy series, 56)
Jessica Kingsley Publishers, 2000
- : pbk
Available at 12 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
Library of Education, National Institute for Educational Policy Research
pbk. : alk. paper378.1||215002100284
Note
Includes bibliographical references (p. 405-434) and indexes
Description and Table of Contents
Description
Assessment in Higher Education - Student Learning, Teaching, Programmes and Institutions is John Heywood's latest contribution to the assessment debate. Building on his previous work it examines not only the assessment of student learning but the assessment of institutions, the programmes they offer, and the teaching they provide. He describes in detail the significant developments that have taken place over the last decade in the field, and clarifies the many different meanings of the term assessment that are now in use. A practical guide for all those involved in design and implementation of outcomes-based assessment, the book also explores the issues that arise for policy makers and managers.
The author argues that there has been a decisive shift towards the accountability of the institution and the teacher for the quality of what they deliver. Therefore, the form of assessment used to determine quality in practice dictates the style and content of learning. He looks back at what this means for higher education particularly in times of economic cut-back and demands for greater choice. Drawing on these world-wide developments and his own experiences, the author emphasizes the importance of using a wide range of techniques, to suit individual assessment needs. These are discussed in detail. He lays out his own multiple strategy assessment model for the assessment, curriculum, learning and teaching process in education.
Table of Contents
Acknowledgements. Dedication. Foreword, Thomas Angelo. 1. Assessment in Higher Education: Clarifying Issues and Terms. 2. Toward Multiple Strategy Assessment. 3. Assessment and Accountability: Institutions and Programmes. 4. The Assessment of Teaching by Students and Alumni. 5. The Assessment of the Experience of Higher Education: Pre-entry through College. 6. Temperament, Teaching and Testing. 7. From Formal Operations to Reflective Judgement. 8. Learning Concepts. 9. Learning Strategies and Learning Styles. 10. Standards. 11. Toward Outcomes Based Assessment. 12. Practicals, Projects, Problem-Based Learning, and Portfolios. 13. Structured Questions and Objective Tests. 14. Reflective Practice : Peer and Self-Assessment and the Aims of Higher Education. Glossary. References. Index.
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