- Index
- Chapter
- University College London
- pp. 163-166
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academic literacies 20, 43, 123
academic standards 2, 5–6, 11, 13, 16–19, 41, 57, 62, 66, 85, 92, 96, 99–104, 108, 112–15, 122–3, 126, 148, 151–3; co-construction of 100; students’ understanding of 104
accountancy 93
Ajjawi, Rola 124
Anders, Jake 140
apprenticeships 13
Arana, Fernán G. 145
Ashwin, Paul 75
assessment across a programme 53–63; choice in 144–9; influence on students’ learning 118; key ideas in current thinking on 11; and modularisation 55–6; practice with different varieties of 123; preparation of students for 41–3; problems with 1–2; seen as an integral part of learning 101–2, 114; students’ criticism of 8; students’ involvement in 11, 19, 99–102, 138; sustainable 118–19, 124; traditional and non-traditional 75–6
assessment criteria 17, 26, 42, 87, 91–7, 115; limitations of 91; paraphrasing of 101
assessment of learning and assessment for learning 19, 65
assessment literacy 19, 41–2, 90, 100–4; definition of 100–1
assessment load on teachers 120–1
assessment standards 105, 108, 122
assessment tasks 44
audio feedback 130
authenticity, concept of 37–8, 45, 65–7, 71, 79
authoring of research 24, 69, 72–6
autonomous learners 100
Barnett, Ronald 33
benchmark statements 18
black and minority ethnic (BME) students 141
Boud, David 2, 34, 65–6, 118–19, 124–6
Burns, Shannon M. 139
Butler Shay, Suellen 92
calibration 16, 18, 27, 90–8, 122–6, 152; in the United Kingdom 95
Carless, David 103
Chang, Hasok 24, 68, 77–81, 152
Chatterjee, Helen J. 72
cheating 121
cohesive assessment 53
collaborative assessment 17, 112, 115, 143–9, 153
commodification of knowledge 37
communities of practice 5, 12–19, 92, 99, 104
community activities 13
community-linked assessments 64
community organisations 64, 77, 81
competency-based education 37
complaints procedures 110, 112
conferencing software 114
consensual understanding 152
consolidation of learning 22
Crenshaw, Kimberlé 138
Cuba 141
curricula inclusive 138; transformational 33
Dawson, Phillip 123
degree programmes, reviewing of 58–61
Degree Standards Project 92, 95
developing countries 139
Dewey, John 68
directed community model of research 79–80
disability, medical and social models of 142
disciplinary communities 20, 24, 33–4, 42, 92
disciplinary differences 38
disciplinary knowledge 75
discriminatory practices 137–8
Divan, Aysha 145
diversity of learners 137–9, 142
Drage, Ginger 143
Dunstan, David 26
Dwyer, Clairev15
Dymond-Green, Neil 43
dyslexia 138
‘edge words’ 26
Einstein, Albert 26
El Hakim, Yassein 57
Entwistle, Noel 33
epistemic beliefs of students 38
European Credit Transfer and Accumulation System 56
evaluative judgement 2, 11, 118, 123–6; definition of 123
examinations, increasing use of 121
examplars 18, 42, 62, 96, 98, 106
‘fair test’ cartoon 137
Falchikov, Nancy 34, 105, 118–19
feedback 7–8, 14–15, 45, 100, 103–10, 118–33, 153; active participation in 124; dialogic 119; emotional aspect of 121; exchange of 109; inclusive practices 6; learning from 122; ‘mark one’ and ‘mark two’ 124–6, 129; profiling tool 127–8; purpose of 126; review of teachers’ contribution to 127–9; solicitation of 124; students’ contribution to 118; students’ dissatisfaction with 119–23; teaching teams’ development of good practices 126–33; use made of 120, 125–7
formative assessment 11, 56–7, 102, 109, 121
fragmentation, academic 55
Framework for Higher Education Qualifications (FHEQ) 58
Fryar, James 62
Furlan, Luis 145
Gilbert, Rosie 143
Graham, P. 34
Hannan, Leonie 72
Harland, Tony 56
harmonisation discussions 86–7
hedge words 91
Heinrich, Joseph 139
Hounsell, Dai 67
Hussey, Trevor 34
Iannone, Paola 38
inclusive assessment 137, 143–5
independent learners 118
‘inheritance mechanisms’ 68, 77, 80–1
inquiry-based learning (IBL) 68–71; examples of 70–1; see also object-based learning
integrity, need for 103
intended learning outcomes 37
interpretivist research 4
‘intersectionality’ (Crenshaw) 138
Jackson, Catherine 81
Jonsson, Anders 26
Kador, Thomas 72
Kemp,, Simon 25
knowledge-building 67–8, 71–2, 80, 91, 152
lab reports 40
Lea, Mary R. 20
‘learned dependence’ 100, 105, 119
learning, nature of 11–12, 37, 91
learning environments 10
learning hours 31
legitimate peripheral participation 13–14, 153
Li, Hongbin 140
literature-based inquiry 70
London South Bank University 146
‘lurkers’ 13
McCune, Velsa 67
marginalised groups 138, 141–3, 152
marketability of standalone modules 54
markets, internal and external 25–6
marking 7, 85–98, 152; reasons for variation in judgements 86–7
massification of higher education 119
material culture 72
Merry, Stephen 126
model answers 42
modified assessment provisions (MAP) 144
modularisation 31, 53–6, 62, 102, 120, 129; advantages and disadvantages of 54–6; and assessment 55–6; dilemma of 54–8
Mountford-Zimdars, Anna 141
multi-disciplinary studies 16
multiple-choice questions 32, 38–9
multiple disadvantage 138
Muthukrishna, Michael 139
Newton, Sir Isaac 62
object-based learning (OBL) 72–5
O’Neill, Geraldine 144
ontology 123
open-ended tasks 26
Orsmond, Paul 126
Panadero, Ernesto 26
participation, barriers to 138–9
peer assessment 17, 19, 102–5, 109–12, 117, 152–3; drawbacks of 102–3; organisation and moderation of 110–11; preparation of students for 102–5, 108, 112; student resistance to 102; use of software for management of 111–12
Petrulis, Robert 24, 68, 71, 76
Plymouth University 51, 137, 147–8
portfolios 41
power dynamics 17
praise for students 126
Price, Margaret 100
problem-based learning (PBL) 40, 66
professional bodies 55
‘protected characteristics’ 138
Quality Assurance Agency (QAA) 17–18, 85, 88
Queen Mary College 77
reaching out to the wider community 64
reading grids 35
reflection and reflective writing 43–4
rehearsal marking 109
reliability of assessment 6, 24–6, 94–5
research-based learning (RBL) 11, 23–7, 66–8, 76–81, 153; advantages and disadvantages of 76–8; different views of 67–8
Roehampton University 146
role-playing 71
Ross, Jen 44
Rotthoff, Thomas 37
rubrics 26
Sadler, D. Royce 2, 26, 42, 91–2, 99–100, 104
Salkind, Jess 143
Sambell, Kay 38
scenarios and scenario-based assessments 40, 65
self-assessment 6, 108, 118, 152
self-directed learners 102, 152
seminar groups 14
short writing tasks 20–3, 144; in engineering 22–3
simplified research 70
Simpson, Adrian 38
Simpson, Claire 41
simulated research 71
situated learning 12
Smith, Patrick 34
social background 140
social construction of standards 16–17, 41, 92, 104, 122, 151; of knowledge 13
social participation 12
Stake, Robert E. 4
standalone units of learning 54–5
standards 87–92; comparability of 90; created by practitioners, not regulations 16; definition of 91; disciplinary 88; documentation of 26, 87–91; fixed over time 92; national 88–9; sector-wide 88
‘strategic’ learners 121
Street, Brian V. 20
students from non-traditional backgrounds 43, 137–8, 144; understanding of assessment processes 41, 44
subjectivity and subjective judgements 25, 86
Suffolk University 51
summative assessment 11, 38, 41, 44–5, 54–8, 102, 109
supercomplexity 33
teachers judgements made by 98; practical knowledge of 3–4, 151; role of 78–9, 115–16
teaching assistants (TAs) 122
theory’s link with practice 3
Thinking Writing website 21, 35, 144
Toolbox Diversity in Education website 150
Transforming the Experience of Students through Assessment (TESTA) project 53, 57–8
Trends in Ecology and Evolution (journal) 73
trust, establishment of 5, 102–3, 109–10
uniqueness of each learner and teacher 4
United Nations Educational, Scientific and Cultural Organisation (UNESCO) 140
Universal Design for Learning (UDL) project 145
Universities UK 89
use-oriented and non use-oriented tasks 69
Utrecht University 150
validity, concept of 24–5, 44, 62, 94–5
vicarious learners 13
virtual learning environments 120, 129–30
vivas 39
ways of thinking and practising (WTP) 33, 67
Wenger[-Trayner], Etienne 5, 12–13, 16
Williams, Logan 25
Wilson, Michael John 102
Woolf, Katherine 141
world views 33
‘writing in the disciplines’ (WID) movement 19
writing-to-learn tasks 21, 144
Zimbardi, Kirsten 130
