The student assessment handbook: [new directions in traditional and online assessment]

A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever.The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today's teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching.The book provides advice on a wide range of topics including:\* assessing to promote particular kinds of learning outcomes\* using meaningful assessment techniques to assess large groups\* the implications of flexible learning on timing and pacing of assessment\* the pros and cons of online assessment\* tackling Web plagiarism and the authentication of student work\* mentoring assessment standards\* assessing generic skills and quality assurance. A: Issues And Themes In Assessment -- 1. The Link Between Assessment And Learning -- 2. Roles And Purposes Of Assessment -- 3. The Grading Game: Norm- And Criterion-referenced Assessment -- 4. Valid Assessment -- 5. Assessing In Flexible Modes -- 6. Assessing With New Technology -- 7. Assessing In Diverse Contexts -- 8. Assessing Larger Cohorts -- 9. Academic Fraud And Plagiarism -- 10. Maintaining Standards In A Consumer Market -- 11. Accountability And The Quality Agenda: Evaluative Purposes Of Assessment -- B: Assessing Key Learning Outcomes -- 12. Communicating -- 13. Accessing And Managing Information -- 14. Demonstrating Knowledge And Understanding -- 15. Demonstrating Procedures And Techniques -- 16. Designing, Creating, Performing -- 17. Thinking Critically And Making Judgements -- 18. Problem Solving -- 19. Managing And Developing Oneself -- C: Assessment In Practice -- 20. Designing Assessment Tasks -- 21. Developing Marking Schemes -- 22. Communicating Assessment Tasks -- 23. Marking And Grading -- 24. Evaluating Assessment Practices -- 25. Dealing With Plagiarism. Chris Morgan ... [and Others]. Includes Bibliographical References (pages [289]-298) And Index. Mode Of Access: World Wide Web. A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever. The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today's teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching. The book provides advice on a wide range of topics * assessing to promote particular kinds of learning outcomes * using meaningful assessment techniques to assess large groups * the implications of flexible learning on timing and pacing of assessment * the pros and cons of online assessment * tackling Web plagiarism and the authentication of student work * mentoring assessment standards * assessing generic skills and quality assurance. "The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit contemporary learning outcomes and teaching practices. It is a practical resource, with case studies, reflection boxes and diagnostic tools to help the reader to apply the principles to their own practice."--Jacket This book is a comprehensive guide to assessment issues, particularly for those professionals who are coming to terms with the range of new pressures on their traditional teaching practices.