Search the Engage in Assessment resource database

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Or

Sort by:

Search results

Assessing Materials Students

Lewis Elton 2003

A general guide to assessment in materials sciences from the UK Centre for Materials Education.

http://www.materials.ac.uk/guides/assessing.asp

Filed under: Assessment design, Why is assessment important?
In subject: Construction management and engineering

Assessment

UKCLE 2010

A general introduction into assessment, the general principles and considerations to bear in mind when planning and conducting assessment.

http://www.ukcle.ac.uk/resources/assessment-and-feedback/teaching-legal-research-assessment/

Filed under: Assessment design, Why is assessment important?
In subject: Law

Assessment and learning – unlearning bad habits of assessment

David Boud 1998

Presentation by David Boud to the Conference 'Effective Assessment at University' in which he questions the traditional assumptions regarding assessment and suggests ways to improve assessment by implementing the principles identified by modern pedagogic research.

http://www.tedi.uq.edu.au/conferences/A_conf/papers/Boud.html

Filed under: Assessment design, Why is assessment important?
In subject: Generic

Assessment for learning environments: two case studies of the experience of international students

Catherine Montgomery Liz McDowell 2050

Two case studies exploring how designing assessment tasks around the principles of Assessment for Learning can help to integrate international students in group work and improve their ability to manage the level of study. Published by the Centre for Excellence in Teaching & Learning (CETL) in Assessment for Learning, Northumbria University

http://www.northumbria.ac.uk/static/5007/cetlpdf/OP4.pdf

Filed under: Assessing group work, Assessment design, Why is assessment important?
In subject: Generic

Assessment is the most important thing we do for HE students

Sally Brown 2006

Video presentation (with downloadable transcript and slides) explaining the importance of assessment to students and the influence that it has on student learning. Sally suggests ways in which assessment design and delivery can be changed to better serve students and help to drive and support learning. Part of the 'Challenging Perspectives on Assessment' series by the Open University

http://stadium.open.ac.uk/stadia/preview.php?s=39&whichevent=740

Filed under: Assessment design, Why is assessment important?
In subject: Generic

Assessment Matters in Higher Education: Choosing and Using Diverse Approaches

Sally Brown and Angela Glasner 2003

Book exploring the importance of assessment in driving and supporting student learning. Includes advice on methods to improve assessment, introducing innovative assessment methods and involving students with assessment. Brown, S. & Glasner, A. (2003). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham. The Society for Research into Higher Education & Open University Press.

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Assessment Revisited

John Heron 1988

Chapter from Developing Student Autonomy in Learning (ed. Boud) advocating the transfer of power in assessment towards students through increased use of collaborative, peer and self-assessment methods as an alternative to the 'authoritarian' traditional assessment methods. The greater engagement with assessment criteria and learning outcomes that this can promote can have positive impacts on student performance and motivation. Developing Student Autonomy in Learning, London: Kogan Page ISBN: 0-85038-416-8

http://www.human-inquiry.com/asre.htm

Filed under: Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

A-Z of assessment methods

Dr Anne Crook 2011

The A-Z of assessment methods provides examples of a diverse range of different assignments relevant to assessing written, practical problem-based, work placements, performance and oral work. The assignment types have been arranged alphabetically for ease of searching with a brief description of what's involved.

http://www.reading.ac.uk/nmsruntime/saveasdialog.aspx?lID=64763&sID=250950

Filed under: Assessing group work, Assessing large numbers of students, Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Generic

Beth talks about how she forms and writes her ideas when studying'

Beth 2010

A student discusses her experiences of personal reflection on her learning and the benefits that this provides to her understanding.

http://www.studentstories.co.uk/audio/details.php?id=426

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

Case study: introducing peer support and assessment for learning approaches into individual projects

Jenna Tudor 2009

Case study looking at the implementation of Assessment for Learning approaches to a final year engineering module through the use of peer support to provide informal feedback. Published by the Engineering Subject Centre, Higher Education Academy.

http://www.engsc.ac.uk/downloads/scholarart/tudor-case-study.pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Construction management and engineering

CETL-AFL 'six conditions diagram' demonstrating the principles of AFL

Centre for Excellence in Teaching & Learning in Assessment for Learning) 2010

Outline of the key principles of Assessment for Learning including a useful diagram which illustrates the six conditions for AfL.

http://www.northumbria.ac.uk/sd/central/ar/academy/cetl_afl/whatis/?view=Standard

Filed under: Why is assessment important?
In subject: Generic

Conditions under which assessment supports students’ learning

Graham Gibbs and Claire Simpson 2004

Journal article exploring the situations in which assessment can support and promote student learning and identifying a framework that you can use to gauge the effectiveness of your assessment.

http://www.londonmet.ac.uk/library/r71034_39.pdf

Filed under: Assessment design, Different ways to assess your students, Why is assessment important?
In subject: Generic

Cultivating community: why it’s worth doing and three ways of getting there (ASKe)

ASKe 2009

A three step guide to creating a learning community and the benefits of doing so from the Assessment Standards Knowledge exchange (ASKe), Oxford Brookes University

http://www.brookes.ac.uk/aske/documents/5317-Obu_123-CultComm_v3[1].pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide

Phil Race 2003

A publication combining some of Phil Race's previous work on assessment, including extracts from The Lecturer's Toolkit. Includes content on the importance of assessment, assessment design, feedback, involving students in assessment and the pros and cons of different assessment techniques. Despite being branded as a physical sciences publication, the content is almost entirely generic and can be applied across all disciplines. Race, P. (2009). Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide. Hull. Higher Education Physical Sciences Subject Centre.

http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf

Related resources: The Lecturer's Toolkit
Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Designing student learning by promoting formative assessment

Alison Bone 2008

Case study examining the use of optional formative assessments as a means of improving their performance and developing their understanding of the assessment process. Published by the UK Centre for Legal Education, Higher Education Academy

http://www.ukcle.ac.uk/resources/assessment-and-feedback/formative-assessment/

Filed under: Assessment design, Different ways to assess your students, Why is assessment important?
In subject: Law

English subject centre assessment homepage

John Gibson (editor) 2005

General introduction to assessment from the English Subject Centre, including information on alternative methods of assessment and case studies.

http://www.english.heacademy.ac.uk/explore/resources/assess/index.php

Filed under: Different ways to assess your students, Why is assessment important?
In subject: English language and literature

Enhancing Practice: Assessment

David Lines and Colin Mason 2005

Publication highlighting the key issues with assessment and suggesting ways in which these can be addressed. Lines, D. & Mason, C. (2005). Enhancing Practice: Assessment. Quality Assurance Agency for Higher Education. Mansfield. Linney Direct.

http://www.enhancementthemes.ac.uk/documents/assessment/Assessment_A5_booklet.pdf

Filed under: Assessment design, Why is assessment important?
In subject: Generic

Guide to Assessment

Sue Bloxham 2007

General introduction to assessment in the context of teacher training, and the pedagogy behind it. Provides a summary of what to consider when developing, delivering and managing your assessment. From ESCalate (Education Subject Centre), Higher Education Academy.

http://escalate.ac.uk/4148

Filed under: Assessment design, Different ways to assess your students, Why is assessment important?
In subject: Education

How assessment can engage students with their learning - video

Clare Furneaux 2011

Clare Furneaux, a senior lecturer at the University of Reading, gives her thoughts on how assessment can be used to encourage depth and breadth of learning. Length: 1:16 minutes

http://www.reading.ac.uk/engageinassessment/videos/eia-video-Clare-Furneaux-how-assessment-can-engage-students.aspx

Filed under: Why is assessment important?
In subject: Generic

Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education

Nancy Falchikov 2005

A book rooted in the pedagogy of assessment focusing on the issues that more traditional forms of assessment present and how student involvement in assessment through peer and self-assessment and collaborative assessment can address these. Includes an analysis of some of the common concerns regarding student involvement in assessment and recommendations for putting such techniques into practice. Falchikov, N. (2005). Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education. Abingdon. RoutledgeFalmer.

http://books.google.co.uk/books?id=RLcbOkRMNjIC&lpg=PP1&pg=PP1#v=onepage&q&f=false

Filed under: Assessing group work, Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Generic

Inside the black box: Raising standards through student assessment

Paul Black, Dylan Wiliam 1998

Widely referenced paper examining the benefits of formative assessment and ways in which formative assessment can be improved.

http://weaeducation.typepad.co.uk/files/blackbox-1.pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

Introduction to the Engage in Assessment site - video

Anne Crook 2011

A video introduction to the Engage in Assessment site from Dr Anne Crook. Length: 1:14 minutes

http://www.reading.ac.uk/engageinassessment/videos/eia-video-Anne-Crook-introduction.aspx

Filed under: Why is assessment important?
In subject: Generic

Investigating theory and practice in Assessment for Learning: Four case studies Volume 1

Catherine Montgomery Liz McDowell 2008

A collection of case studies from the Centre for Excellence in Teaching and Learning in Assessment for Learning (CETL AfL) looking at how Assessment for Learning can be implemented into modules and the benefits to student learning and assessment that this provides. Published in CETL AfL Occasional Papers 1, Northumbria University.

http://www.northumbria.ac.uk/static/5007/cetlpdf/casestudies1.pdf

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Judgment calls

Rebecca Atwood 2008

Article from Times Higher Education discussing the reliability of tutor marking and demonstrating the range and variability of marks through an experiment. Provides and interesting insight into the range of marks awarded for the same piece of work and highlights the tacit nature of what makes a 'good' piece of work and the difficulties faced by students even when assessment criteria are clear. Published in Times Higher Education, 18 September 2008

http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=403612

Filed under: Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

National Student Forum Annual Report 2009

National Student Forum 2010

Annual report from the National Student Forum outlining students' views (including quotes) of the Higher Education system in the UK and their recommendations for the future. Includes a chapter on teaching and learning.

http://www.bis.gov.uk/assets/biscore/higher-education/docs/n/09-p83-national-student-forum-annual-report-09

Filed under: Assessment design, Why is assessment important?
In subject: Generic

Recipe for a firm student favourite

Sarah Cunnane 2010

Article from Times Higher Education, 15 July 2010, which provides some insights into students' perceptions of assessment.

http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=412542&c=1

Filed under: Why is assessment important?
In subject: Generic

Research and Evaluation

CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning) 2009

Research outputs from the CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning), Northumbria University.

http://www.northumbria.ac.uk/sd/central/ar/lteia/cetl_afl/research/?view=Standard

Filed under: Why is assessment important?
In subject: Generic

Researching Assessment for Learning Toolkit

CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning) 2009

Toolkit for researching AfL. Includes a number of case studies and a glossary of assessment related terms. Published by CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning), Northumbria University

http://www.northumbria.ac.uk/sd/central/ar/academy/cetl_afl/research/toolkit/

Filed under: Why is assessment important?
In subject: Generic

Resources and Support Materials

CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning) 2011

Information, activities and resources supporting Assessment for Learning. Published by CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning), Northumbria University

http://www.northumbria.ac.uk/sd/central/ar/academy/cetl_afl/resources/?view=Standard

Filed under: Different ways to assess your students, Why is assessment important?
In subject: Generic

Student Stories: A face with no name - feeling anonymous in lectures

2050

Video of a student discussing her experiences of lectures as part of a large cohort and the feeling of lack of direct contact and support that can result.

http://www.studentstories.co.uk/videos/details.php?id=757

Filed under: Assessing large numbers of students, Why is assessment important?
In subject: Generic

The first year experience of assessment

Alison Bone 2010

Presentation on a project exploring first-year undergraduate students' perceptions and experiences of assessment. Published by the UK Centre for Legal Education, Higher Education Academy

http://www.ukcle.ac.uk/resources/assessment-and-feedback/first-year-experience-of-assessment/

Filed under: Assessment design, Why is assessment important?
In subject: Law

The Lecturer's Toolkit

Phil Race 2001

Book that contains a chapter dedicated to designing assessment and feedback to enhance learning and providing a number of tools and tips on creating engaging assessments . Race, P. 2001. The Lecturer's Toolkit London: Kogan Page Limited ISBN: 0-7494-3539-9

http://books.google.co.uk/books?id=xAEiUykCBi0C&lpg=PT2&ots=B4KlbsAn_N&dq=the%20lecturer's%20toolkit&lr&pg=PT2#v=onepage&q&f=false

Related resources: Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide
Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

The seven pillars on which the canopy of assessment in higher education rests. Why assess? How to assess? What to assess? When to assess? Who assesses? How well do we assess? Whither? What next?

Nancy Falchikov 2005

Chapter discussing the key principles on which assessment is based. Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education, Abingdon: Routledge Falmer, pp1-32 ISBN: 0-415-30821-6

Filed under: Assessment design, Why is assessment important?
In subject: Generic

The use of computer-based assessments in a field biology module'

Glenn K Baggott, Richard C Rayne 2007

Paper looking at the effectiveness of computer based assessments in improving student performance when used for formative self-assessment. Published in Bioscience Education Vol.9-5, by the Centre for Bioscience, The Higher Education Academy ISSN: 1479-7860

http://www.bioscience.heacademy.ac.uk/journal/vol9/beej-9-5.aspx

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Biological sciences

What assessment means and why assessment is important - video

Clare Furneaux 2011

Clare Furneaux, a senior lecturer at the University of Reading, explains what assessment means to her and why it is important for students. Length: 4:56 minutes

http://www.reading.ac.uk/engageinassessment/videos/eia-video-clare-furneaux-what-assessment-means.aspx

Filed under: Why is assessment important?
In subject: Generic

Whose Silverware Is This? Promoting Plagiarism through Pedagogy (or, Peter Piper Picked a Peck of Purloined Passages)

Russel Hunt 2005

Paper exploring students' concepts of ownership in the context of intellectual property and how plagiarism can be prevented. As published in Plagiarism: Prevention, Practice & Policy Conference 28-30 June 2004 Proceedings, ed. Andy Peden Smith and Fiona Duggan, Newcastle-upon-Tyne: Northumbria University Press, 2005

http://www.stu.ca/~hunt/whosilvr.htm

Filed under: Assessment design, Why is assessment important?
In subject: Generic

Working Journal

Alison Donnell 2010

Case study looking at the use of an assessed working journal used by students to record their reading and preparatory work for lectures and seminars. This approach promotes active learning and 'time on task' and discourages cherry picking University of Reading

http://www.reading.ac.uk/internal/cdotl/Teachingenhancement/AssessmentandFeedbackcasestudies/cdotl-DrAlisonDonnellWorkingJournalPostcolonialWomensWriting.aspx

Filed under: Assessment design, Different ways to assess your students, Why is assessment important?
In subject: English language and literature

‘You have 45 minutes, starting from now’: Helping Students Develop their Exam Essay Skills

Chris Wilmott 2007

Case study demonstrating the benefits of incorporating an exam essay writing exercise into first year programmes. Published in Bioscience Education volume 9 by the UK Centre for Bioscience.

http://www.bioscience.heacademy.ac.uk/journal/vol9/beej-9-C2.aspx

Filed under: Assessment design, Why is assessment important?
In subject: Biological sciences

Page navigation

 

Search Form

A-Z lists