Description
Book Synopsis53 interesting ways to assess your students offers reflective practitioners in professional and higher education practical ways to develop broad, flexible assessment repertoires. The 53 suggestions are designed to support both assessment of learning and assessment for learning. Topics include written tasks, examinations, problem-based activities, live and authentic forms of assessment, assessment over different timescales, interpersonal aspects - such as group work, student involvement, and feedback - and quality assurance. ABSTRACT: 53 ways of assessing students are presented. The themes covered include: written assessment tasks in various genres, examinations, problem-based activities (such as design tasks) and authentic forms of assessment (such as publishing online); assessment through events (such as presentations) and over longer periods of time (for example, via a portfolio); and interpersonal aspects, such group work, student involvement, and feedback. Overall, the text provides reflective practitioners in professional and higher education with practical ways to develop broad, flexible, assessment repertoires.K EY TERMS: authentic assessment; assessment; examinations; feedback; learning; marking; peer assessment; practicals; presentations; quality; self-assessment; tasks; and written assessment.
Trade Review1. Dr Colin Conner, formerly Senior Lecturer, University of Cambridge: 'Assessment is at the heart of the learning process. It provides evidence of what students have learned and, more importantly, the effectiveness of teaching. This publication raises important questions about the extent to which assessment is considered as an intrinsic element of preparation for teaching. It should be essential reading for all involved in teaching and lecturing.' 2. I highly recommend that lecturers at any stage of their career take time to look at '53 interesting ways to assess your students'. Although I suspect many of its readers will be academics at the beginning of their careers I particularly hope it will challenge experienced lecturers who have long relied on traditional staples such as unseen exams and set essays to see the rich possibilities of assessment. Dr John Canning SFHEA, Senior Lecturer at the Centre for Learning and Learning, at the University of Brighton, UK. Full book review at http://johncanning.net/wp/?p=2171
