Titlebook: Scaling up Assessment for Learning in Higher Education; David Carless,Susan M. Bridges,Rick Glofcheski Book 2017 The Editor(s) (if applica

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冥想后

Making Assessment for Learning Happen Through Assessment Task Design in the Law Curriculumhentic materials for use in learning and assessment and the introduction of task-based assessments in which students take the lead role in the construction and management of their learning artefacts. They are simple and economical, can be applied in large classes and have the potential for adaptatio

宽敞

Clinical Assessment Judgements and ‘Connoisseurship’: Surfacing Curriculum-Wide Standards Through Trent and meta-criteria. Central to the approach taken was how standards-based assessment can be enacted in clinical education by making latent, expert judgement practices explicit and adopting more flexible approaches than the traditional ‘rubric’. Building a programme-level standards-based assessmen

NICE

The Use and Design of Rubrics to Support Assessment for Learningupporting students’ self-regulated learning. We also analyse what is known about the implementation of rubrics in higher education, with a particular focus on more sustained and widespread implementations. The implications of these findings for both practice and future research on rubrics are discus

CURB

Students’ Experiences of Assessment for Learningcesses involving interim reports of progress to discourage procrastination and free-riding. The chapter concludes with some discussion of how the analysis of exemplars and productive feedback designs could be scaled up and further investigated.

modest

Contextual Influences on Feedback Practices: An Ecological Perspectivetextual mapping to improve feedback literacy of students and staff. On the basis of our mapping, we highlight the usefulness of ecological models for research and practice in assessment for learning in higher education and propose recommendations for future research.

RENIN

Student Utilisation of Feedback: A Cyclical Modelpowerful construct which seemed to foster both adaptive and maladaptive emotions and subsequent assessment-related behaviours. In conclusion, I suggest that understanding students’ individual needs through fostering lecturer and student relationships, alongside dialogic feedback opportunities, may h

浮夸

Accord

Strength

How Does Technology Enable Scaling Up Assessment for Learning?social environment of higher education presents its own challenges. Finally, scaling up AfL to serve large cohorts without linearly scaling up resources like teacher time is explored through Massive Open Online Courses (MOOCs). However, given the low completion rates in MOOCs, we question if access