Assessment (Enhancement Theme)
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Assessment, along with Responding to Student Needs, was one of the first Enhancement Themes, beginning in 2003 and completed in 2004. The Theme’s main aim was to identify potential ways of improving efficient and effectiveness of assessment practice in Scotland. Within this efficient was defined as ‘efficient assessment that does not take up an overly burdensome amount of time for students or staff’ and effectiveness ‘effective assessment produces a result that is informative, valid, just and robust.’
The Theme ran eight successful assessment workshops and undertook some ground-breaking work on the Honours degree system.
Enhancement Theme outcomes include:
- Using assessment to motivate learning
- Improving feedback to students (link between formative and summative assessment)
Further resources, in particular the outcome of each of the eight workshops can be found on the Enhancement Themes website.
With twelve case studies from across HEI’s in the UK, these case studies highlight innovative practice in assessment. Of particular interest may be Sue Hatt’s case study on developing skills through regular assessment.
Publisher: Economics Network
This handbook chapter looks at a common problem across all disciplines – plagiarism. As well as providing information on plagiarism, ways of deterring, detecting and preventing it, this handbook provides an example of authentic assessment practice.
Publisher: Economics Network
The impact of writing assignments on student learning: should writing assignments be structured or unstructured?
Published in the International Review of Economics Education (IREE) this paper looks at how written assignments can improve the student performance, and concludes that whether assignments are structured or unstructured does not seem to greatly affect the student overall performance.
Published: IREE 8.1 (Economics Network Journal)
A journal dedicated to assessment and feedback within higher education. It aims to advance understanding of assessment and evaluation practices and processes, particularly the contribution that these make to student learning and to course, staff and institutional development.
Published: Routledge (subscription required)
The REAP project received funding from the Scottish Funding Council during 2005-07 under its elearning transformation programme. It drew on current education research to redesign large-enrolment first year classes across a range of disciplines. Nineteen higher education modules have been redesigned across a range of disciplines exemplifying innovative formative assessment practices with students actively generating their own feedback and scaffolding the development of their peers. The redesigns show both learning and staff efficiency gains as well as how technology can add value.
The ASSHE (assessment strategies in higher education) inventory is a rich source of information and ideas on assessment in higher education. It brings together over one hundred and twenty descriptions by Scottish university and college teachers of changes in how they assess their students’ progress and performance.
Publisher: LTSN Generic Centre
Assessing learners in higher education
This book explores the full range of assessment methods available, evaluates their effectiveness, and provides guidance on their implementation. It includes practical examples and activities for improving assessment within courses and provides guidance to lecturers, educational developers and mangers in higher and further education.
Availability: from online bookshops