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  • Format: ePub

Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.

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  • Größe: 2.57MB
Produktbeschreibung
Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.


Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Autorenporträt
Cordelia Bryan is a Principal Fellow of the Higher Education Academy (HEA) and leads the HEA Recognition Scheme at University of Hertfordshire, UK. She is also Programme Leader for an international Post Graduate Certificate in Learning and Teaching in Higher Education at Rose Bruford College of Theatre and Performance, UK. Karen Clegg is Head of Research Excellence Training at the University of York, UK, where she provides strategic direction and delivery of transferable skills, leadership and support interventions for doctoral students, researchers and senior staff. Karen is a qualified coach and Senior Fellow of the HEA.
Rezensionen
A thoroughly revised second edition of Innovative Assessment in Higher Education is a welcome addition to the literature addressing the 'wicked problem' of assessment. A talented group of mainly UK-based authors provide a range of contributions to tackle perennial and fresh challenges for assessment and feedback. Well-marshalled by Cordelia Bryan and Karen Clegg, the collection offers plenty of food for thought for would-be innovators. Highly recommended.

David Carless, Professor, University of Hong Kong, Hong Kong

It is a positive delight to endorse this new edition of Innovative Assessment in Higher Education - a wonderful complement to A Handbook for Teaching and Learning in Higher Education (fifth edition , forthcoming 2019). As the demands to ensure assessment and feedback are 'fit for purpose' increase so do our needs for innovative solutions. Fortunately, 'fit for purpose' is a recurring theme in this second edition, with authors covering a range of perspectives and concerns. Looking through the lens of employers, policy makers, well-being experts, and, most importantly, individual students, the collection highlights the need for absolute clarity with respect to the purpose and role of assessment. The range of global offerings, different approaches (which include dialogic, and those drawing on technological enhancements), and clear overriding concerns for practical approaches to drive up student learning, all make this an essential text for colleagues committed to professionalizing their own approaches. This book is a great addition to the reading list of many an accredited programme, I commend it to you!

Stephanie Marshall, Vice-Principal (Education), Queen Mary University London, UK

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