Assessment and Feedback in Higher Education: A Guide for Teachers PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Assessment and Feedback in Higher Education: A Guide for Teachers PDF full book. Access full book title Assessment and Feedback in Higher Education: A Guide for Teachers by Teresa McConlogue . Download full books in PDF and EPUB format.
Author: Teresa McConlogue
Publisher: UCL Press
ISBN: 1787353648
Category : Education
Languages : en
Pages : 180
Get Book Here
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.
Author: Teresa McConlogue
Publisher: UCL Press
ISBN: 1787353648
Category : Education
Languages : en
Pages : 180
Get Book Here
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.
Author: Alastair Irons
Publisher: Routledge
ISBN: 1134152078
Category : Education
Languages : en
Pages : 179
Get Book Here
Book Description
This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: enables self-assessment and reflection in learning encourages teacher-student dialogue helps clarify what is good performance provides students with quality information to help improve their learning encourages motivation and self-confidence in students aids the teacher in shaping teaching Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.
Author: Maria Araceli Ruiz-Primo
Publisher: Routledge
ISBN: 1317238222
Category : Education
Languages : en
Pages : 163
Get Book Here
Book Description
Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.
Author: Icy Lee
Publisher: Springer
ISBN: 9811039240
Category : Education
Languages : en
Pages : 173
Get Book Here
Book Description
While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.
Author: Kevin Duss
Publisher: Springer Nature
ISBN: 3658291443
Category : Business & Economics
Languages : en
Pages : 92
Get Book Here
Book Description
In this book, Kevin Duss tackles the well-known problem in the teaching structure of today’s universities that despite the immense potential of formative feedback towards students is not or only insufficiently applied. The author uses existing research and modern technologies to develop a web-based feedback application that enhances both objective and perceived student performance. This work makes a first step towards a design theory for formative feedback applications and gives guidance for their successful implementation.
Author: Ruth Dann
Publisher: Routledge
ISBN: 131718971X
Category : Education
Languages : en
Pages : 294
Get Book Here
Book Description
Feedback is often considered to be one of the pivotal enablers of formative assessment. This key topic has received considerable attention within research literature and has been studied by a number of leading experts in the field. This book is positioned at the heart of these debates and offers a specific contribution to ‘exploring’ and ‘exploiting’ the learning gap which feedback seeks to shift. Developing Feedback for Pupil Learning seeks to synthesise what we know about feedback and learning into more in-depth understandings of what influences both the structure of and changes to the learning gap. This research-informed but accessibly written enquiry is at the very heart of teaching, learning and assessment. It offers a timely contribution to understanding what works (and what doesn’t) for whom and why. Split into three main parts, it covers: Feedback for learning in theory, policy and practice; Conceptualising the ‘learning gap’; New futures for feedback. This text will be essential reading for students, teachers, researchers and all those who engage with issues related to teaching, learning and assessment academically.
Author: Michael Henderson
Publisher: Springer Nature
ISBN: 3030251128
Category : Education
Languages : en
Pages : 308
Get Book Here
Book Description
This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.
Author: Inez De Florio
Publisher: Cambridge University Press
ISBN: 1009218913
Category : Psychology
Languages : en
Pages : 279
Get Book Here
Book Description
From Assessment to Feedback addresses the need for practical and enriching literature on assessment and feedback in language teaching and learning. De Florio documents research-based forms of assessment and feedback in a succinct and accessible way, as the basis for classroom-oriented procedures in foreign/second language teaching. The multiple TEFL Examples lend themselves to direct use in language classrooms but can be easily adapted to other subject matters too. This book is divided into three parts – prerequisites, formative feedback, and summative feedback – promoting clear understanding. Each chapter ends with a 'Review, Reflect, Practice' section to summarise the chapter's content and facilitate the concrete application of these practice-oriented suggestions. Language teachers, other educational professionals, and teacher education students will benefit from this evidence-based research.
Author: Erin Marie Furtak
Publisher:
ISBN: 9781941316146
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
The Feedback Loop describes a process by which you design formative assessments of what you do and collect a variety of forms of data. Then, the book shows you ways to actually use the information to improve your teaching. Written by veteran classroom teachers, the guide offers practical ideas for middle and high school teachers, regardless of discipline. The first chapters introduce the Feedback Loop framework; highlight the four elements of goals, tools, data, and inferences; and explore how to close the loop by connecting inferences and goals through feedback. Later chapters show how to use the full loop to inform your instruction. The book supports the Next Generation Science Standards and includes classroom vignettes that ground the ideas in real-life situations.
Author: Zi Yan
Publisher: Routledge
ISBN: 1000426599
Category : Education
Languages : en
Pages : 344
Get Book Here
Book Description
Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts. This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes). Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.
