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Rethinking Assessment in Higher Education: Learning for the Longer Term
Contributor(s): Boud, David (Editor), Falchikov, Nancy (Editor)

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ISBN: 0415397790     ISBN-13: 9780415397797
Publisher: Routledge
OUR PRICE: $47.45  

Binding Type: Paperback - See All Available Formats & Editions
Published: February 2007
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Annotation:

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.

Additional Information
BISAC Categories:
- Education | Higher
- Education | Testing & Measurement
Dewey: 378.166
LCCN: 2006026519
Physical Information: 0.51" H x 6.23" W x 9.16" L (0.78 lbs) 220 pages
Features: Bibliography, Illustrated, Index, Table of Contents
Review Citations: Reference and Research Bk News 11/01/2007 pg. 216
 
Descriptions, Reviews, Etc.
Publisher Description:

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.

 
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