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Reconceptualising Feedback in Higher Education

Reconceptualising Feedback in Higher Education Author Stephen Merry
ISBN-10 9781134067558
Release 2013-07-18
Pages 218
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Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about • illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.



Reconceptualising Feedback in Higher Education

Reconceptualising Feedback in Higher Education Author Stephen Merry
ISBN-10 9781134067626
Release 2013-07-18
Pages 240
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Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about • illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.



Excellence in University Assessment

Excellence in University Assessment Author David Carless
ISBN-10 9781317580737
Release 2015-04-24
Pages 270
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Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment. The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include: Competing priorities in assessment and ways of tackling them; The nature of quality assessment task design; The student experience of assessment; Promoting student engagement with feedback. An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.



Feedback in Higher and Professional Education

Feedback in Higher and Professional Education Author David Boud
ISBN-10 9780415692281
Release 2013
Pages 229
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Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.



Transforming the Measurement of Learning and Teaching in Higher Education

Transforming the Measurement of Learning and Teaching in Higher Education Author Alan Bain
ISBN-10 9781317313441
Release 2016-02-26
Pages 188
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Transforming the Measurement of Learning and Teaching in Higher Education proposes a dynamic new model for educational measurement by reconceptualizing the field of learning analytics. Revolving around the agency and daily work of those in the field, this book describes how colleges and universities can be better structured for quality learning, showcases new tools for gathering emergent feedback, and demonstrates how that feedback can be used effectively across higher education organizations. Leaders and practitioners at all levels are offered new approaches for organizational and technological design that ensure the type of data and the way it is gathered serve the ultimate goal of high quality learning and teaching.



Reconceptualising Evaluation in Higher Education

Reconceptualising Evaluation in Higher Education Author
ISBN-10 9780335241620
Release 2011-05-01
Pages 247
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This book evaluates the impact of projects to improve teaching and learning in Higher Education, focusing on evaluative practice.



Advances and Innovations in University Assessment and Feedback

Advances and Innovations in University Assessment and Feedback Author Carolin Kreber
ISBN-10 9780748694556
Release 2014-07-31
Pages 286
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Explores changing perspectives and innovations in assessment in light of recent theorising and empirical research



Student Evaluation in Higher Education

Student Evaluation in Higher Education Author Stephen Darwin
ISBN-10 9783319418933
Release 2016-08-14
Pages 185
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This book provides a comprehensive and engaging analysis of the purpose and function of student evaluation in higher education. It explores its foundations and the emerging functions, as well as its future potential to improve the quality of university teaching and student learning. The book systematically assesses the core assumptions underpinning the design of student evaluation models as a tool to improve the quality of teaching. It also analyses the emerging influence of student opinion as a key metric and a powerful proxy for assuring the quality of teachers, teaching and courses in universities. Using the voices of teachers in the day-to-day practices of higher education, the book also explores the actual perceptions held by academics about student evaluation. It offers the first real attempt to critically analyse the developing influence of student evaluation on contemporary approaches to academic teaching. Using a practice-based perspective and the powerful explanatory potential of cultural historical activity theory (CHAT), the implications of the changing focus in the use of the student voice - from development to measurement - are systematically explored and assessed. Importantly, using the evidence provided by a unique series of practice-based case studies, the book also offers powerful new insights into how the student voice can be reconceptualised to more effectively improve the quality of teaching, curriculum and assessment. Based on this empirical analysis, a series of practical strategies are proposed to enhance the work of student evaluation in the future university to drive pedagogical innovation. This unique volume provides those interested in student evaluation with a more complex understanding of the development, contemporary function and future potential of the student voice. It also demonstrates how the student voice - in combination with professional dialogue - can be used to encourage more powerful and substantial forms of pedagogical improvement and academic development in higher education environments.



Online Learning and Assessment in Higher Education

Online Learning and Assessment in Higher Education Author Robyn Benson
ISBN-10 9781780631653
Release 2010-07-15
Pages 224
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The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. Online Learning and Assessment in Higher Education recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided, including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment. Provides an accessible introduction to teaching with technology Addresses the basic aspects of decision-making for successful introduction of e-learning, drawing on relevant pedagogical principles from contemporary learning theories Crosses boundaries between the fields of higher education and educational technology (within the discipline of education), drawing on discourse from both areas



Assessment for Learning in Higher Education

Assessment for Learning in Higher Education Author Peter Knight
ISBN-10 9780749415327
Release 1995
Pages 189
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Combining case studies with theory, this collection reflects current developments and best practice in assessing learners. Part of the Staff and Educational Development series, it is valuable for staff and course developers in higher education.



Learning Transitions in Higher Education

Learning Transitions in Higher Education Author D. Scott
ISBN-10 9781137322128
Release 2013-10-24
Pages 225
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This book draws on a study of student transitions in higher education institutions to both unpack the concept of a learning transition and develop pedagogic strategies to enable learners to develop their learning careers. This book provides an original perspective on teaching and learning in higher education.



Feedback in Higher and Professional Education

Feedback in Higher and Professional Education Author David Boud
ISBN-10 9781135107475
Release 2012-12-12
Pages 230
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Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.



The Sports Coach as Educator

The Sports Coach as Educator Author Robyn L. Jones
ISBN-10 9781134209699
Release 2006-08-21
Pages 208
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Teaching athletes to improve their performance is the essence of sports coaching. In response to new government-led initiatives to invest in and develop coaching, this book is the first introduction to pedagogical theory for coaching. Bringing helpful insights from educational theory to bear on coaching practice, The Sports Coach as Educator expands and enriches the role of the coach and allows professionals to approach their work in new and inventive ways. Exploring the nature of coaching, this text covers: educational concepts in coaching coaching, teaching and leadership athletes’ learning coaching communities and the social process reflective practice mentoring developing expert coaches.



Shaping Higher Education with Students

Shaping Higher Education with Students Author Vincent C. H. Tong
ISBN-10 9781787351110
Release 2018-03-06
Pages 342
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Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.



Professionalism in Practice

Professionalism in Practice Author Kay Sambell
ISBN-10 9783319545523
Release 2017-07-19
Pages 279
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This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes showing how learning can be brought to life through activity and engagement. It offers numerous pragmatic illustrations of how to design and deliver an engaging curriculum, and assess students’ learning authentically. Sound scholarship and research-informed approaches to Higher Education teaching and learning underpins the myriad accessible and readily recognizable examples of how real educators solve the challenges of contemporary Higher Education. Additionally, guidance is offered on how to present evidence for those seeking accreditation of their teaching and leadership in Higher Education, as well as useful advice for experienced HE teachers seeking to advance their careers into more senior roles, on the basis of their strong teaching and pedagogic leadership. The book will be of great interest to students and researchers working in Education, and will be invaluable reading for both new and experienced lecturers working in HE institutions.



International Student Engagement in Higher Education

International Student Engagement in Higher Education Author Margaret Kettle
ISBN-10 9781783098217
Release 2017-06-15
Pages
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Hand-in-hand with the continuing drive to recruit international students to Western universities goes an interest in student engagement. However, it is often unclear exactly what is meant by engagement. This book goes beyond the policy rhetoric to provide a practice-based explication of international student engagement and its enabling institutional conditions. By utilising a social practice conceptual model, the book explains the multiple dimensions of engagement that are often conflated in policy: the antecedents to engagement, the actions of engaging, and the achievements and outcomes of engagement. As a result, the book is able to address issues such as how English comes to matter in international student academic practice; the teaching and assessment approaches that promote international student engagement; and the metacognitive, cognitive and affective strategies that international students use to achieve academic and personal transformation.



World Yearbook of Education 2014

World Yearbook of Education 2014 Author Tara Fenwick
ISBN-10 9781317814573
Release 2014-01-10
Pages 240
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This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources.? A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education.? Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: •???????????? Assessing approaches to the changing nature of comparative knowledge and information •???????????? Tracking the translation and mobilisation of these knowledges in the governing of education/learning; •???????????? Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; •???????????? Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds? who provide a tapestry of examples of the global production and national reception and mediation of these knowledges? and who show how change enters different national spaces and consider their effects in different national settings.