LEADER 05747oam 2200745I 450 001 9910450783903321 005 20200520144314.0 010 $a0-415-30821-6 010 $a1-134-39575-2 010 $a1-280-06284-3 010 $a0-203-22099-4 024 7 $a10.4324/9780203220993 035 $a(CKB)1000000000250814 035 $a(EBL)181939 035 $a(OCoLC)57065734 035 $a(SSID)ssj0000299412 035 $a(PQKBManifestationID)12061550 035 $a(PQKBTitleCode)TC0000299412 035 $a(PQKBWorkID)10240819 035 $a(PQKB)11157434 035 $a(SSID)ssj0000376654 035 $a(PQKBManifestationID)11279456 035 $a(PQKBTitleCode)TC0000376654 035 $a(PQKBWorkID)10337458 035 $a(PQKB)11579795 035 $a(MiAaPQ)EBC181939 035 $a(Au-PeEL)EBL181939 035 $a(CaPaEBR)ebr10094520 035 $a(CaONFJC)MIL6284 035 $a(EXLCZ)991000000000250814 100 $a20180331d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aImproving assessment through student involvement $epractical solutions for aiding learning in higher and further education /$fNancy Falchikov 210 1$aNew York :$cRoutledgeFalmer,$d2005. 215 $a1 online resource (305 p.) 300 $aDescription based upon print version of record. 311 $a0-203-35103-7 311 $a0-415-30820-8 320 $aIncludes bibliographical references (p. [256]-279) and indexes. 327 $aCover; 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 327 $aThe 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; Problems associated with the four paradigms; Variations within the category of assessment as enquiry 327 $aKey differences between traditional and alternative assessmentsChapter 4 Why do teachers involve students in assessment?; Themes from the 1950s to 1980s; The 1990s: benefits and pressures; The early 2000s: the rise of the machines?; Overview; Summary: benefits of involving students in assessment; Chapter 5 How may students be involved in assessment?; Peer assessment; Self-assessment; Collaborative assessment; What is the level of student involvement?; What do students assess?; How are assessments carried out?; Recommendations to help combat bias in alternative assessments; Conclusion 327 $aChapter 6 Practical peer assessment and feedback: problems and solutionsFrequently asked questions; Peer feedback marking; Final comment; Chapter 7 How well are students able to judge their own work?; A qualitative review of self-assessment studies; A meta-analysis of student self-assessment studies; Recent self-assessment studies; Conclusion; Chapter 8 How reliable or valid are student peer assessments?; A meta-analysis of peer assessment studies; Results; Recommendations to practitioners for implementing peer assessment; Future work in this area; Chapter 9 Assessment of groups by peers 327 $aA survey of group peer assessment studiesProblems of peer assessment in groups; Strategies for designing and marking group assignments; Preparing for peer assessment in groups; Summary: recommendations for overcoming problems associated with peer assessment in groups; Chapter 10 Computer Assisted Assessment (CAA) and student involvement; What can be achieved by the use of CAA?; CAA and assessment of higher order skills; Functions of CAA; Summary: advice to practitioners; Chapter 11 Past, present and futures; References; Author index; Subject index 330 $aThe assessment of students an activity central to the role of any professional in further and higher education, and is an area that is the subject of constant innovation and debate. This book provides a scholarly account of the many facets of assessment, with a particular focus on student involvement. Peer and self-assessment are powerful assessment tools to add to the existing tutor-based methods of assessment and feedback, and this book is a comprehensive guide to the the methods and issues involved.Practical and accessible in style, yet grounded in research and rich in evidence-base 606 $aCollege students$xRating of 606 $aEducational tests and measurements 606 $aStudent participation in administration 608 $aElectronic books. 615 0$aCollege students$xRating of. 615 0$aEducational tests and measurements. 615 0$aStudent participation in administration. 676 $a371.26 700 $aFalchikov$b Nancy$f1939,$0998709 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450783903321 996 $aImproving assessment through student involvement$92290998 997 $aUNINA