Description
Product ID: | 9781138610552 |
Product Form: | Paperback / softback |
Country of Manufacture: | GB |
Series: | Key Guides for Effective Teaching in Higher Education |
Title: | Enhancing Learning through Formative Assessment and Feedback |
Authors: | Author: Alastair Irons, Sam Elkington |
Page Count: | 236 |
Subjects: | Education: examinations and assessment, Examinations & assessment, Higher education, tertiary education, Teaching skills and techniques, Higher & further education, tertiary education, Teaching skills & techniques |
Description: | Select Guide Rating Presented through the lens of contempoary perspectives, empirical evidence, and case studies across a broad range of subject disciplines, this new edition aims to encourage teaching and support staff to focus on the promotion of student learning through designing and embedding high impact formative assessment processes and activities. Assessment is a critical aspect of higher education because it has a range of powerful impacts on what staff and students do and how universities operate. Underpinned by relevant theory and practical advice this fully updated new edition takes into account the changing expectation of students in the context of an increasingly complex and shifting higher education environment to promote the role of formative assessment and formative feedback and its impact on shaping the student learning experience. Presented through the lens of contemporary perspectives, empirical evidence, and case studies across a broad range of subject disciplines, this new edition aims to encourage teaching and support staff to focus on the promotion of student learning through designing and embedding high-impact formative assessment processes and activities. Key content covers:
Aimed at both experienced and early career practitioners in higher education, this text is ideal reading for educators who wish to see a movement away from a higher education system driven by summative assessment to one where a more holistic approach to education positions learning standards rather than measurement and grades as central to effective assessment and, crucially, to return to a focus on student learners. |
Imprint Name: | Routledge |
Publisher Name: | Taylor & Francis Ltd |
Country of Publication: | GB |
Publishing Date: | 2021-08-26 |