Assessment, learning and judgement in higher education

Assessment, learning and judgement in higher education. Edited by Gordon Joughin Dordrecht, Netherlands: Springer, 2009. doi:10.1007/978-1-4020-8905-3


Title Assessment, learning and judgement in higher education
Place of Publication Dordrecht, Netherlands
Publisher Springer
Publication year 2009
Sub-type Edited book
DOI 10.1007/978-1-4020-8905-3
ISBN 9781402089046
140208904X
9789048180226
9048180228
9781402089053
1402089058
Language eng
Editor Gordon Joughin
Start page vii
End page 233
Total number of pages 241
Formatted Abstract/Summary
There has been a remarkable growth of interest in the assessment of student learning and its relation to the process of learning in higher education over the past ten years. This interest has been expressed in various ways – through large scale research projects, international conferences, the development of principles of assessment that supports learning, a growing awareness of the role of feedback as an integral part of the learning process, and the publication of exemplary assessment practices. At the same time, more limited attention has been given to the underlying nature of assessment, to the concerns that arise when assessment is construed as a measurement process, and to the role of judgement in evaluating the quality of students’ work.

It is now timely to take stock of some of the critical concepts that underpin our understanding of the multifarious relationships between assessment and learning, and to explicate the nature of assessment as judgement. Despite the recent growth in interest noted above, assessment in higher education remains under-conceptualized. This book seeks to make a significant contribution to conceptualizing key aspects of assessment, learning and judgement.
Q-Index Code AX
Q-Index Status Provisional Code
Institutional Status Non-UQ

 
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Created: Mon, 29 Aug 2011, 21:46:01 EST by Associate Professor Gordon Joughin on behalf of Teaching & Educational Development Institute