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Innovative Practices for Higher Education Assessment and Measurement

Book Description

Both educators and their students are involved in the process of assessment – all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students’ participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations’ effectiveness in terms of satisfaction, perceived learning, or performance improvements. Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Preface
  7. Acknowledgments
  8. Section 1: Theoretical Approaches on Students' Assessment
    1. Chapter 1: Feedback, Feedforward, or Dialogue?
      1. ABSTRACT
      2. INTRODUCTION
      3. ISSUES, CONTROVERSIES, PROBLEMS
      4. SOLUTIONS AND RECOMMENDATIONS
      5. A MODEL FOR SELF-REGULATED LEARNING
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Assessment for Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. A DEFINITION OF FEEDBACK
      4. TEACHER FEEDBACK
      5. SUPPORTING STUDENTS TO MAKE EFFECTIVE USE OF FEEDBACK
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. DEFINITION, TERMINOLOGY AND EMERGING TRENDS
      4. 2. ADVANTAGES AND DISADVANTAGES FROM E-ASSESSMENT TOOLS AND SYSTEMS
      5. 3. CURRENT E-ASSESSMENT FORMATS
      6. 4. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Competency-Based Assessment
      1. ABSTRACT
      2. INTRODUCTION
      3. COMPETENCY DEFINITION
      4. COMPETENCY-BASED ASSESSMENT
      5. COMPETENCY ASSESSMENT: DEFINING A COMPETENCY MODEL
      6. CONCLUSION
      7. REFERENCES
    5. Chapter 5: Assessment Techniques in EFL Brain-Compatible Classroom
      1. ABSTRACT
      2. BRAIN-COMPATIBLE CLASSROOM
      3. ALTERNATIVE ASSESSMENT
      4. AUTHENTIC ASSESSMENT
      5. TYPES OF AUTHENTIC ASSESSMENTS
      6. STUDENTS INVOLVEMENT IN ASSESSMENT
      7. BRAIN-COMPATIBILE ASSESSMENT
      8. BRAIN-COMPATIBLE FEEDBACK
      9. CHALLENGES OF AUTHENTIC BRAIN-COMPATIBLE ASSESSMENT
      10. IMPLICATIONS FOR EDUCATORS AND CONCLUSION
      11. REFERENCES
    6. Chapter 6: Formative Evaluations of Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STUDENT EVALUATIONS AND ASSESSMENTS AND SKILL BUILDING
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
    7. Chapter 7: Comparative Judgement as a Promising Alternative to Score Competences
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. VALIDITY
      6. QUALITY MEASURES
      7. EFFICIENCY
      8. SOLUTIONS AND RECOMMENDATIONS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. NOTE
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
      14. ENDNOTE
  9. Section 2: Research- Based Evidences on Assessment
    1. Chapter 8: Students' Conceptions of Understanding and Its Assessment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD
      5. RESULTS: STUDENTS’ CONCEPTIONS OF UNDERSTANDING
      6. CONCLUSION
      7. DISCUSSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study
      1. ABSTRACT
      2. I. INTRODUCTION
      3. II. METHODOLOGY
      4. III. RESULTS
      5. IV. DISCUSSION
      6. V. CONCLUSION
      7. REFERENCES
      8. APPENDIX
    3. Chapter 10: Feedforward. The Key to Improve Learning in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODOLOGY
      4. RESULTS
      5. DISCUSSION
      6. CONCLUSION
      7. REFERENCES
    4. Chapter 11: Teaching for Epistemological Change
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. FINDINGS
      5. DISCUSSION
      6. DIRECTIONS FOR FUTURE RESEARCH
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTES
    5. Chapter 12: Student Participation in Assessment Processes
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL ANALYSIS
      4. JOINT ANALYSIS OF THE EXPERIENCES
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTE
    6. Chapter 13: Peer assessment in an Online Context
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. NEW CHALLENGES FOR E-ASSESSMENT
      4. 3. SELF AND PEER-ASSESSMENT
      5. 4. STUDENTS AND ASSESSMENT IN E-LEARNING CONTEXTS
      6. 5. CONTEXT OF THE STUDY
      7. 6. DATA COLLECTION AND ANALYSIS
      8. 7. RESULTS
      9. 8. DISCUSSION
      10. 9. CONCLUSION
      11. REFERENCES
    7. Chapter 14: Serious Games for Students' E-Assessment Literacy in Higher Education
      1. ABSTRACT
      2. ORGANIZATION BACKGROUND
      3. SETTING THE STAGE
      4. CASE DESCRIPTION
      5. CURRENT CHALLENGES FACING THE ORGANIZATION
      6. SOLUTIONS AND RECOMMENDATIONS
      7. REFERENCES
      8. KEY TERMS AND DEFINITION
      9. ENDNOTES
  10. Section 3: Innovative Practices in Students' Assessment
    1. Chapter 15: Designing Assessment, Assessing Instructional Design
      1. ABSTRACT
      2. INTRODUCTION
      3. INSTRUCTIONAL DESIGN
      4. FACETS OF ASSESSMENT
      5. AUTHENTIC ASSESSMENT
      6. INSTRUCTIONAL DESIGN CASES STUDIES
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTE
    2. Chapter 16: As Life Itself
      1. ABSTRACT
      2. CONTEXTUALIZATION OF THE PROPOSAL
      3. AUTHENTIC TEACHING AND EVALUATION PROCESSES IN HIGHER EDUCATION
      4. RESULTS
      5. LIGHTS AND SHADOWS IN EDUCATIONAL INNOVATION BASED ON AUTHENTICITY
      6. NEW PURPOSES FOR THE AUTHENTIC EVALUATION AND LEARNING
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTE
      10. APPENDIX 1: TEAM CONTRACT
      11. APPENDIX 2: INDICATORS AND QUANTIFICATION FOR THE ASSESSMENT OF THE TEACHING GUIDE
      12. APPENDIX 3: CLASSSES AND TEAMWORK FOLLOW-UP QUESTIONNAIRE
      13. APPENDIX 4: ORIENTATION FOR OBTAINING INFORMATION
    3. Chapter 17: Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes
      1. ABSTRACT
      2. INTRODUCTION AND BACKGROUND TO PROFESSIONAL DEVELOPMENT PROGRAMMES
      3. PROFESSIONAL DEVELOPMENT PROGRAMMES AND ASSESSMENT PRACTICE: ENHANCEMENT IDEAS
      4. A CASE STUDY EXAMPLE
      5. CLOSING POINTS
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    4. Chapter 18: Assessing the Non-Cognitive Domains
      1. ABSTRACT
      2. INTRODUCTION
      3. THE CHALLENGES OF ASSESSING THE NON-COGNITIVE DOMAINS
      4. STRATEGIES FOR ASSESSING THE NON-COGNITIVE DOMAINS
      5. PROMISING DIRECTIONS FOR THE FUTURE
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    5. Chapter 19: Authentic Assessment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. AUTHENTIC ASSESSMENT
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    6. Chapter 20: Beyond the Walls
      1. ABSTRACT
      2. INTRODUCTION
      3. TEACHING AND LEARNING IN HIGHER EDUCATION. CHANGES AND PARADOXES ANALYZED IN THE ROMANIAN CONTEXT
      4. THE NEED FOR PJBL AND ASSESSMENT IN HIGHER EDUCATION
      5. FROM THEORETICAL AND METHODOLOGICAL FRAMEWORK TO PRACTICAL EXAMPLES
      6. A REFLECTIVE ANALYSIS OF THE FOUR PJBL CHALLENGES
      7. CONCLUDING REMARKS
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. APPENDIX
  11. Compilation of References
  12. About the Contributors