|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910783858603321 |
|
|
Autore |
Falchikov Nancy <1939-> |
|
|
Titolo |
Improving Assessment Through Student Involvement : Practical Solutions for Aiding Learning in Higher and Further Education |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York, : Routledge, June 2006 |
|
Florence, : Taylor & Francis Group [distributor] |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-134-39574-4 |
0-415-30821-6 |
1-134-39575-2 |
1-280-06284-3 |
0-203-22099-4 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (305 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
College students - Rating of |
Educational tests and measurements |
Student participation in administration |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. [256]-279) and indexes. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education; Copyright; Contents; Preface; Acknowledgements; Chapter 1 The seven pillars of assessment; 1 Why assess?; 2 How to assess?; 3 What to assess?; 4 When to assess?; 5 Who does the assessing?; 6 How well do we assess?; 7 Whither? What do we do or where do we go next?; Chapter 2 What's wrong with traditional assessment?; Limitations of assessment as measurement; Reliability and bias in teacher and examiner marking; Negative side effects of traditional assessment |
The relationship between traditional assessment and academic dishonestyThe role of the Internet in facilitating and detecting cheating; Advice to practitioners: strategies for preventing cheating; Summary; Appendix: Internet resources to help combat plagiarism; Chapter 3 Changing definitions of assessment; Assessment as measurement; Assessment as procedure; Assessment as enquiry; Assessment and accountability; Assessment as quality control; A synthesis of views; |
|
|
|
|