Assessment Literacy: The Foundation for Improving Student Learning

Price, Margaret

ISBN 10: 1873576838 / ISBN 13: 9781873576830

Verlag: The Oxford Centre for Staff and Learning Development, 2012

Beschreibung

Most items will be dispatched the same or the next working day. An apparently unread copy in perfect condition. Dust cover is intact with no nicks or tears. Spine has no signs of creasing. Pages are clean and not marred by notes or folds of any kind.

Bestandsnummer des Verkäufers rev5351093493

Bibliografische Details

• Titel: Assessment Literacy: The Foundation for Improving Student Learning
• Verlag: The Oxford Centre for Staff and Learning Development
• Erscheinungsjahr: 2012
• Sprache: Englisch
• ISBN-10: 1873576838
• ISBN-13: 9781873576830
• Einband: Softcover
• Zustand: Like New
• Gewicht: 340 Gramm

Über diesen Titel

Inhaltsangabe

Within the changing environment of higher education this book is intended as a timely contribution that argues assessment literacy is key to better learning and satisfaction. It provides the theoretical underpinning for assessment literacy, uses evidence of impact of changes proposed, outlines how to change practice and discusses the potential of such change for radical reform of assessment processes. It is time to look differently at the roles of staff and students, to develop their assessment literacy and prepare them for a new era of assessment and feedback in higher education. This book addresses these important issues. ‘ASKe have focused on problems that are of high importance to students, especially their focus on making assessment work effectively for improving student learning. They have done this in a way which has demonstrated the right mix of academic scholarship in assessment with practical approaches that work with university teachers. The legacy of their work will be long-lasting.’ Professor Emeritus Royce Sadler Griffith University, Australia ‘To my mind the ASKe CETL has set out a significant marker in the way to engage and support staff, leading to developments in assessment practice, without shying away from the need for evidenced informed practice.’ Professor Mark B. Russell University of Hertfordshire, UK http://brookes.ac.uk/services/ocsld