By Gordon Joughin
There was a awesome progress of curiosity within the overview of scholar studying and its relation to studying techniques in larger schooling during the last ten years. a lot of the paintings has sought to explicate the connection among overview and studying, and to supply lecturers with examples of evaluation practices which have been regarded as winning in selling studying in addition to judging scholars achievements. different paintings has supplied descriptions and frameworks for assessing what have grow to be termed studying results . it's now well timed to take inventory of a few of the serious thoughts that underpin our realizing of the relationships among overview and studying. overview, studying and Judgement in larger schooling makes an important contribution to conceptualizing key facets of overview which are serious to studying, development on examine carried out within the united kingdom and Australia. It makes a speciality of the position of review in directing scholars learn, offers suggestions that's acted on through scholars to enhance their paintings, and is helping scholars to increase the skill to guage the standard in their personal paintings and enhance it in the course of its construction. The publication contains chapters written by way of best review students. every one bankruptcy presents an in-depth exam of a side of the conceptual framework.
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Additional resources for Assessment, Learning and Judgement in Higher Education
204). While this section has highlighted limits to improving learning through changing assessment and contradicted any simplistic notions of inducing students to adopt deep approaches to learning, it nevertheless reinforces the vital importance of designing assessment tasks that call on students to adopt a deep approach. To do otherwise is to impoverish the learning of many students. Certainly where current assessment tasks lend themselves to surface approaches, Elton and Laurillard’s dictum referred to previously remains true: ‘‘the quickest way to change student learning is to change the assessment system’’ (Elton & Laurillard, 1979, p.
9). In short, Snyder concluded that all students in his study were cue-seekers. Given Miller and Parlett’s finding that only some students were cue seekers while more were cue conscious and even more were cue deaf, Snyder’s conclusion that all students adopted the same stance regarding assessment seems unlikely. The credibility of this conclusion also suffers in light of what we now know about variation in how students can view and respond to the same context, making the singular pursuit of grades as a universal phenomenon unconvincing.
Students’ experience of assessment in Hong Kong higher education: Some cultural considerations. Paper presented at the Third Biennial Joint Northumbria/EARLI SIG Assessment, Northumbria University. Joughin, G. (2007). Student conceptions of oral presentations. Studies in Higher Education, 32(3), 323–336. Knight, P. (2007). Grading, classifying and future learning. In D. Boud & N. ), Rethinking assessment in higher education (pp. 72–86). Abingdon and New York: Routledge. Laurillard, D. (2002). ).
Assessment, Learning and Judgement in Higher Education by Gordon Joughin