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Author: Peter Knight
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226051
Category : Education
Languages : en
Pages : 259
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Book Description
What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed. Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.
Author: Peter Knight
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226051
Category : Education
Languages : en
Pages : 259
Get Book Here
Book Description
What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed. Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.
Author: Knight, Peter
Publisher: McGraw-Hill Education (UK)
ISBN: 033521228X
Category : Education
Languages : en
Pages : 259
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Book Description
Clearly set out in three specific sections, this book argues that that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised, discusses how institutions need to respond in policy terms to the challenges that have been posed.
Author: Dawn A. Morley
Publisher: Springer
ISBN: 3319751662
Category : Education
Languages : en
Pages : 281
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Book Description
This book focuses on a renewed interest in work based learning in higher education. Due to an increased emphasis on employability in the graduate population, supported by wider policy changes, work based learning is becoming an increasingly pressing issue in higher education. The authors detail innovations from a breadth of UK universities, where academics have creatively addressed changes in work based learning structure, pedagogy and support systems. These changes in turn recognise the impact of real-life learning experiences on student progression, on both an academic development and a personally transformative level. Encompassing a wide variety of topics, the examples within the book are supported by theory and carefully detailed practice pedagogy. This valuable edited collection will be of interest to practitioners and scholars of work based learning and higher education, as well as a useful practical guide for academic developers.
Author: Peter Knight
Publisher: Psychology Press
ISBN: 0749415320
Category : Assessment-uddannelse
Languages : en
Pages : 194
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Book Description
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Paul Hager
Publisher: Springer Science & Business Media
ISBN: 1402053428
Category : Education
Languages : en
Pages : 315
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Book Description
In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental.
Author: Frederick T. Evers
Publisher: Jossey-Bass
ISBN:
Category : Business & Economics
Languages : en
Pages : 406
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Book Description
The Bases of Competence explains what skills and competencies students need to succeed in today's workplace and details how colleges and universities can strengthen the curriculum to cultivate these skills in their undergraduate students. The book addresses the continuing disparity between the skills developed in college and the essential skills needed in the dynamic workplace environment. By providing a common language from which to work, The Bases of Competence enables both educators and employers to create educational experiences of practical and enduring value. Drawing on more than a decade of research on companies, graduates, and students, the authors identify four distinct skill combinations most desired by employers—Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change. Using case studies and best practices from a wide variety of institutional settings and workplace environments, the authors show how developing competencies narrows the gap between the classroom and work—providing students with a portfolio of basic skills that translate into lifelong employability.
Author: Peter Knight
Publisher: Psychology Press
ISBN: 9780415303422
Category : College graduates
Languages : en
Pages : 258
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Book Description
Anyone with a responsibility for curriculum development or policy making within higher education who wants to advance learning and promote employability amongst their students will find this book absolutely essential reading.
Author: Ann Gravells
Publisher: Learning Matters
ISBN: 0857255630
Category : Education
Languages : en
Pages : 128
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Book Description
′Delivering Employability Skills′ is an optional unit of the teacher training qualifications. This easy-to-read and accessible text is aimed at trainees undertaking this unit, or existing teachers wishing to refresh their understanding of delivering employability skills as part of CPD. With practical activities and examples throughout, this book supports delivery of the subject in a variety of settings. Please note: the qualification unit content contained in the appendices has since changed, and some legislation mentioned in the book has been updated.
Author: Sonia J. Ferns
Publisher: Routledge
ISBN: 1000429652
Category : Education
Languages : en
Pages : 282
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Book Description
Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.
Author: Teresa McConlogue
Publisher: UCL Press
ISBN: 1787353648
Category : Education
Languages : en
Pages : 180
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Book Description
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.
