Scaling up Assessment for Learning in Higher Education

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Cover of 'Scaling up Assessment for Learning in Higher Education'

Table of Contents

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Book Overview
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Chapter 1 Scaling Up Assessment for Learning: Progress and Prospects
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Chapter 2 Standards-Based Assessment for an Era of Increasing Transparency
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Chapter 3 Surfacing and Sharing Advances in Assessment: A Communities-of-Practice Approach
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Chapter 4 Inspiring Transformation Through TESTA’s Programme Approach
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Chapter 5 Making Assessment for Learning Happen Through Assessment Task Design in the Law Curriculum
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Chapter 6 Clinical Assessment Judgements and ‘Connoisseurship’: Surfacing Curriculum-Wide Standards Through Transdisciplinary Dialogue
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Chapter 7 The Use and Design of Rubrics to Support Assessment for Learning
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Chapter 8 Students’ Experiences of Assessment for Learning
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Chapter 9 Contextual Influences on Feedback Practices: An Ecological Perspective
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Chapter 10 Student Utilisation of Feedback: A Cyclical Model
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Chapter 11 Feelings About Feedback: The Role of Emotions in Assessment for Learning
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Chapter 12 Conditions and Effects of Feedback Viewed Through the Lens of the Interactive Tutoring Feedback Model
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Chapter 13 Technology-Enhanced Assessment Feedback
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Chapter 14 How Does Technology Enable Scaling Up Assessment for Learning?

Attention for Chapter 7: The Use and Design of Rubrics to Support Assessment for Learning

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Citations

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The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

Article in Instructional Science (April 2024)

Teachers’ beliefs of pre-service German teachers about student self-assessment

Article in Pedagogická Orientace (March 2024)

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

Article in Mathematics (January 2024)

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