Contextualising why assessment is still the single most important factor affecting student learning in higher education, this second edition of Innovative Assessment in Higher Education: A Handbook for Academic Practitioners offers a critical discourse about the value of assessment for learning alongside practical suggestions about how to enhance the student experience of assessment and feedback.
With 17 new chapters this edition:
Bridging the gap between theory and the practical elements of assessment, Innovative Assessment in Higher Education: A Handbook for Academic Practitioners is an essential resource for busy academics looking to make a tangible difference to their academic practice and their students’ learning. This practical and accessible guide will aid both new and more experienced practitioners looking to learn more about how and why assessment in higher education can make such a difference to student learning.
A thoroughly revised second edition of Innovative Assessment in Higher Education is a welcome addition to the literature addressing the ‘wicked problem’ of assessment. A talented group of mainly UK-based authors provide a range of contributions to tackle perennial and fresh challenges for assessment and feedback. Well-marshalled by Cordelia Bryan and Karen Clegg, the collection offers plenty of food for thought for would-be innovators. Highly recommended.
David Carless, Professor, University of Hong Kong, Hong Kong
It is a positive delight to endorse this new edition of Innovative Assessment in Higher Education – a wonderful complement to A Handbook for Teaching and Learning in Higher Education (fifth edition , forthcoming 2019). As the demands to ensure assessment and feedback are ‘fit for purpose’ increase so do our needs for innovative solutions. Fortunately, ‘fit for purpose’ is a recurring theme in this second edition, with authors covering a range of perspectives and concerns. Looking through the lens of employers, policy makers, well-being experts, and, most importantly, individual students, the collection highlights the need for absolute clarity with respect to the purpose and role of assessment. The range of global offerings, different approaches (which include dialogic, and those drawing on technological enhancements), and clear overriding concerns for practical approaches to drive up student learning, all make this an essential text for colleagues committed to professionalizing their own approaches. This book is a great addition to the reading list of many an accredited programme, I commend it to you!
Stephanie Marshall, Vice-Principal (Education), Queen Mary University London, UK
Introduction: how innovative are we? – Cordelia Bryan and Karen Clegg
Part I: Assessment in Context
1. The national context of assessment in higher education – Helen King, University of the West of England, UK
2. How assessment frames student learning – Graham Gibbs, Independent Consultant, UK
3. Changing the narrative: a programme approach to assessment through TESTA – Tansy Jessop, Solent University, UK
4. Using assessment and feedback to empower students and enhance their learning – Sally Brown (et al), Independent Consultant, UK
5. The transformative role of self and peer assessment in developing critical thinkers – Joanna Tai and Cie Adachi, Deakin University, Australia
Part II: Implementing Feedback
6. Evaluating written feedback – Evelyn Brown and Chris Glover, UK
7. Assessing oral presentations: style, substance and the ‘Razzle Dazzle’ trap – Steve Hutchinson, Independent Trainer, UK
8. Assessing and developing employability skills through triangulated feedback – Susan Kane and Tom Banham, University of York, UK
9. Innovative Assessment: the academics’ perspective – Lin Norton, Liverpool Hope University, UK
10. Developing students emotional literacy in assessment and feedback – Edd Pitt, University of Kent, Canterbury, UK
11. Developing students’ proactive engagement with feedback – Naomi Winstone , University of Surrey, Guildford, and Robert Nash, Aston University, Birmingham, UK
Part III: Stimulating Learning
12. Certainty-Based Marketing: stimulating thinking and improving objective tests – Tony Gardner-Medwin, University College London, UK
13. Developing and assessing inclusivity in group learning – Theo Gilbert and Cordelia Bryan, University of Hertfordshire, UK
14. Designing engaging assessment through the use of social media and collaborative technologies – Richard Walker, University of York, and Martin Jenkins, University of Coventry, UK
15. Developing autonomy via Assessment for Learning: students’ views of their involvement in self and peer review activities – Kay Sambell and Alistair Sambell, Edinburgh Napier University, UK
16. Assessing simulated professional practice in the performing arts – Kathy Dacre, Rose Bruford College of Theatre and Performing Arts, UK
17. Archimedean levers and assessment: disseminating digital innovation in Higher Education – Paul Maharg, Osgoode Hall Law School, York University, Toronto
Part IV: Assessing Professional Development
18. Developing the next generation of academics: the Graduate Teacher Assistant Experience – Karen Clegg, University of York, and Giles Martin, Bath Spa University, UK
19. Practitioner Perspectives: utilising the UK Professional Standards Framework to design assessment – Cordelia Bryan et al (with case studies from Frum Giles; Adam Crymble; Thomas Baker, University of Hertfordshire, Daria Reznikova, Trinity Laban, Conservatoire for Music and Dance)
20. Measure for Measure: wide applications of practices in professional assessment – Chris Maguire, Blenheim Chalcot, Angela Devereux, Swansea University, Lynne Gel, BPP University, Dimitra Pachi, BB University, UK
Conclusion: Resilience, Resourcefulness and Reflections – Cordelia Bryan and Karen Clegg