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Tables of Contents for Assessment
Chapter/Section Title
Page #
Page Count
Contributors
viii
Introduction
1
9
THE CASE STUDIES
Section 1: Information Technology: One Answer to Assessment in Large Classes
Taking the Byte Out of Computer-based Testing
T Dary Erwin and Adina Bailey
10
8
Managing some of the difficulties that arise when computer-based tests replace paper and pencil tests for campus-wide assessment
It to the Rescue
Peter Grebenik and Chris Rust
18
7
Assessing a large class; encouraging and supporting students who lack confidence or interest in a subject; giving students formative feedback on their progress
Gain without Pain?
Peter Schwartz
25
7
Moving from formal, end-of-course assessment to regular quizzing using computers in a large class
What to Do about John?
Sally Brown
32
8
Devising and setting effective computer-assisted assessment tests
Section 2: Reflective Assessment: Journals, Logbooks, Portfolios, Peer Assessment
Assessing Reflection or Supporting Learning?
Lorraine Stefani
40
7
Encouraging students to reflect on their learning and to value self-evaluation
The Reflection Jigsaw
Helen Woodward
47
7
Tackling some of the difficulties that arise during implementation of personally expressive and thoughtful assessment items such as portfolios and reflective journals
Portfolios from Cyberia
Carol Bowie Gordon Joughin Peter Taylor Brad Young and Craig Zimitat
54
8
Designing and implementing an assessment instrument appropriate for and congruent with the philosophy of a course in flexible learning
Portfolio Assessment? Yes, but...
David Baume and Mantz Yorke
62
8
Optimizing reliability in the assessment of portfolios
`Unpacking' Peer Assessment
Nancy Falchikov
70
10
Dealing with problems encountered during implementation of peer assessment
Section 3: Institution-wide Assessment Programmes: the US Perspective
Wading Through Glue
Barbara D Wright
80
9
Managing institution-wide assessment efforts; focusing assessment on improvement of student learning outcomes
Barking at Straw Dogma
Trudy W Banta and Sharon J Hamilton
89
8
Dealing with a university's need to document its methods of teaching and assessing general education outcomes for students
Towards a Culture of Assessment
Kenneth W Borland, Jr
97
9
Developing a leadership strategy for creating a culture of assessment on a university campus
Section 4: Assessment Methods for Special Purposes
But They Looked Great on Paper
Gill Young and Di Marks-Maran
106
8
Developing innovative and appropriate assessment methods for a new course that uses problem-based learning
Making the Grade
Louise F Deretchin
114
7
Grading individual students in a group process such as problem-based learning
Read, Think and Be Merry for in Two Weeks Your Assignment Is Due
Keith Sullivan
121
9
Designing an assessment that is dynamic, encourages students' deep learning and can be used in a short, intensive course
Section 5: Addressing the Needs of Individual Students in Assessment
Ah!... So That's `Quality'
D Royce Sadler
130
7
Making students aware of what constitutes `quality' in an assignment or other assessment product they prepare
Let's Get the Assessment to Drive the Learning
Kay Sambell Sue Miller and Susan Hodgson
137
7
Integrating assessment into teaching sessions to help alleviate students' anxieties about producing assignments for marking during the early stages of their university careers
Refusing to Learn or Learning to Refuse?
Tim Riordan
144
10
Balancing a coherent curriculum having defined student learning outcomes with the learning needs of a particular student
Section 6: Hands-on Assessment: Everyday Problems in Assessment Practice
Why Did They Get More than I Did?
Chris Davies
154
7
Dealing with the variability in marks that results from team teaching and assessing a subject
Between a Rock and a Hard Place
Phil Race
161
6
Clarifying the role of the external examiner; managing disagreements between internal assessors
Standards + Distance = Trouble?
Keith Miller and Liz McDowell
167
7
Coping with difficulties that arise during implementation of outcomes-based assessment in placement settings distant from the university
Organized Chaos
Melissa de Zwart
174
5
Dealing with a missing item of assessment; accommodating students who are making the transition from secondary school to university
Conclusion
179
6
Further reading
185
4
Index
189
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