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Assessment, Learning and Judgement in Higher EducationChanging Assessment in Higher Education: A Model in Support of Institution-Wide Improvement

Assessment, Learning and Judgement in Higher Education: Changing Assessment in Higher Education:... Chapter 11 Changing Assessment in Higher Education: A Model in Support of Institution-Wide Improvement Ranald Macdonald and Gordon Joughin Introduction Assessment of student learning is a complex matter being dealt with in large, complex institutions, involving diverse collections of staff and students engaged in intensive activities that lie at the heart of higher education. Not surprisingly, assessment has become a focal point of research and innovation in higher education. Consequently, the literature on assessment is now considerable and growing rapidly, while national projects to generate ways of improving assessment have become commonplace in many countries At the same time, however, attempts to improve assessment often fall short of their promise. Well- founded statements of assessment principles fail to work their way down from the committees which draft them; individual lecturers’ innovative assessment practices take hold within their immediate sphere of influence without infiltrat- ing a whole programme; limited progress is made in encouraging departments to take seriously the assessment of generic qualities or attributes considered as essential learning outcomes for all graduates. What then does it take to improve assessment in a university? This chapter presents a response to this situation focused on an emerging understanding of the nature http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Assessment, Learning and Judgement in Higher EducationChanging Assessment in Higher Education: A Model in Support of Institution-Wide Improvement

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References (29)

Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2009
ISBN
978-1-4020-8904-6
Pages
1 –21
DOI
10.1007/978-1-4020-8905-3_11
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 11 Changing Assessment in Higher Education: A Model in Support of Institution-Wide Improvement Ranald Macdonald and Gordon Joughin Introduction Assessment of student learning is a complex matter being dealt with in large, complex institutions, involving diverse collections of staff and students engaged in intensive activities that lie at the heart of higher education. Not surprisingly, assessment has become a focal point of research and innovation in higher education. Consequently, the literature on assessment is now considerable and growing rapidly, while national projects to generate ways of improving assessment have become commonplace in many countries At the same time, however, attempts to improve assessment often fall short of their promise. Well- founded statements of assessment principles fail to work their way down from the committees which draft them; individual lecturers’ innovative assessment practices take hold within their immediate sphere of influence without infiltrat- ing a whole programme; limited progress is made in encouraging departments to take seriously the assessment of generic qualities or attributes considered as essential learning outcomes for all graduates. What then does it take to improve assessment in a university? This chapter presents a response to this situation focused on an emerging understanding of the nature

Published: Nov 13, 2008

Keywords: High Education Institution; System Thinking; Assessment Practice; Complex Adaptive System; Educational Change

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