Innovative assessment in higher education / edited by Cordelia Bryan and Karen Clegg.

Includes bibliographical references and index.

Section One Pedagogic Context Chapter 1 Why assessment is changing. Chapter 2 How assessment frames student learning. Chapter 3 Learning from Formative Assessment Chapter 4 Evaluating new priorities for assessment in HE Chapter 5 Grounding innovative assessment in learning principles Chapter 6 Rethinking technology supported assessment practices in relation to the seven principles of good feedback practice Section Two Implementing Feedback Chapter 7 Evaluating written feedback on students\' assignments. Evelyn Brown et al. Chapter 8 Using formative assessment to improve student learning through critical reflection. Alan Robinson Chapter 9 Strategies to improve student performance through enhancing understanding of assessment criteria and feedback. Margaret Price. Chapter 10 Using core assessment criteria to improve essay writing. Lin Norton et al. Section Three Stimulating Learning Chapter 11 Reaching remote learners through instantaneous & targeted feedback on online assessment. Chapter 12 Improving student experience through making assessments \'flow\' (working title) Lesley Lawrence et al. Chapter 13 Developing students\' understanding through confidence judgements and appropriate reward?? Chapter 14 Readiness for reflection: staff and student perspectives on facilitating reflection Chapter 15 Developing group learning through assessment. Chapter 16 Supporting diverse students and developing learner autonomy through assessment. Section Four Encouraging Professional Development Chapter 17 Assessing the application of knowledge -- focussing on learning outcomes in professional training. (working title) Chapter 18 ePortfolios: supporting assessment in complex educational environments. Chapter 19 Assessment to support developments in inter-professional learning Chapter 20 Reflections: rationales and realities.

Innovation in assessment is often presented as if it were unproblematic, but in practice it rarely is. This book is not a 'how to' guide on tactics to improve your assessment. Instead, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards.