Advances and innovations in university assessment and feedback : a festschrift in honour of Professor Dai Hounsell

## Uses theory and empirical research to explore changing perspectives and innovations in assessment GBS\_insertPreviewButtonPopup(['ISBN:9780748694549','ISBN:9780748694556']);Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based. ## Key Features * Provides a historical overview of assessment and feedback in universities showing how our understanding of assessment practices has changed over the years, both in response to new conceptualisations of learning and the changing nature of society * Contains new perspectives of assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff * Reports on recent innovations in assessment practices in higher education * Engages critically with recent research on assessment and feedback offering evidence-based conclusions This title contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. 'This collection of original papers is a fitting tribute to Dai Hounsell's impressive contributions to the scholarship of teaching, learning and assessment in higher education. The editors have gathered an impressive array of talent who provide state-of-the-art commentaries on a wide range of assessment and feedback issues.'David Carless, Professor of Educational Assessment, University of Hong KongExplores changing perspectives and innovations in assessment in light of recent theorising and empirical researchOur understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past 40 years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world-renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence based.Key Features Provides a historical overview of assessment and feedback in universities, showing how our understanding of assessment practices has changed over the years, in response to both new conceptualisations of learning and the changing nature of society Contains new perspectives of assessment and feedback provided by world-renowned researchers on issues that are currently of great interest to both academic managers and teaching staff Reports on recent innovations in assessment practices in higher education Engages critically with recent research on assessment and feedback, offering evidence-based conclusionsCarolin Kreber is Professor of Higher Education at the University of Edinburgh.Charles Anderson is a Senior Lecturer and Deputy Head of the Institute for Education, Community and Society at the University of Edinburgh.Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh.Jan McArthur is a Lecturer in Higher Education at the University of Edinburgh.Cover image: Noel EntwistleCover design:[EUP logo] www.euppublishing.com Uses theory and empirical research to explore changing perspectives and innovations in assessment GBS_insertPreviewButtonPopup(['ISBN:9780748694549','ISBN:9780748694556']); Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based. Key Features Provides a historical overview of assessment and feedback in universities showing how our understanding of assessment practices has changed over the years, both in response to new conceptualisations of learning and the changing nature of society Contains new perspectives of assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff Reports on recent innovations in assessment practices in higher education Engages critically with recent research on assessment and feedback offering evidence-based conclusions

Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based. Key Features

• Provides a historical overview of assessment and feedback in universities showing how our understanding of assessment practices has changed over the years, both in response to new conceptualisations of learning and the changing nature of society
• Contains new perspectives of assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff
• Reports on recent innovations in assessment practices in higher education
• Engages critically with recent research on assessment and feedback offering evidence-based conclusions Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past 40 years. This book collects new perspectives on assessment and feedback provided by world renowned researchers on issues that are of interest to both academic managers and teaching staff.