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000778795 0247_ $$a10.1007/978-981-10-3045-1$$2doi
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000778795 24500 $$aScaling up assessment for learning in higher education /$$cDavid Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski, editors.
000778795 264_1 $$aSingapore :$$bSpringer,$$c[2017]
000778795 264_4 $$c©2017.
000778795 300__ $$a1 online resource.
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000778795 4901_ $$aEnabling power of assessment ;$$vVolume 5
000778795 504__ $$aIncludes bibliographical references.
000778795 5050_ $$aPart I. Enabling Assessment Change -- 1 Scaling up Assessment for Learning: Progress and Prospects -- 2 Standards-Based Assessment for an Era of Increasing Transparency -- 3 Surfacing and Sharing Advances in Assessment: A Communities of Practice Approach -- 4 Inspiring Transformation through TESTA's Programme Approach -- Part II Assessment for Learning Strategies and Implementation -- 5 Making Assessment for Learning Happen through Assessment Task Design in the Law Curriculum -- 6 Clinical Assessment Judgements and 'Connoisseurship': Surfacing Curriculum-Wide Standards through Transdisciplinary Dialogue -- 7 The Use and Design of Rubrics to Support Assessment for Learning -- 8 Students' Experiences of Assessment for Learning -- Part III Feedback for Learning -- 9 Contextual Influences on Feedback Practices: An Ecological Perspective -- 10 Student Utilisation of Feedback: A Cyclical Model -- 11 Feelings about Feedback: The Role of Emotions in Assessment for Learning -- 12 Conditions and Effects of Feedback viewed through the Lens of the Interactive Tutoring Feedback Model -- Part IV Using Technology to Facilitate Assessment for Learning -- 13 Technology-Enhanced Assessment Feedback -- 14 How does Technology enable Scaling up Assessment for Learning?.
000778795 506__ $$aAccess limited to authorized users.
000778795 520__ $$aA critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong. The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters.
000778795 588__ $$aOnline resource; title from PDF title page (viewed February 17, 2017)
000778795 650_0 $$aEducation, Higher$$xEvaluation.
000778795 650_0 $$aAcademic achievement$$xEvaluation.
000778795 650_0 $$aUniversities and colleges$$xExaminations.
000778795 7001_ $$aCarless, David,$$eeditor.
000778795 7001_ $$aBridges, Susan,$$eeditor.
000778795 7001_ $$aChan, Cecilia L. W.,$$eeditor.
000778795 7001_ $$aGlofcheski, Rick,$$eeditor.
000778795 77608 $$iPrint version:$$z9789811030437
000778795 830_0 $$aEnabling power of assessment ;$$vv. 5.
000778795 852__ $$bebk
000778795 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-3045-1$$zOnline Access$$91397441.1
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