By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Guide for these constructing their services and realizing of educating in greater schooling. presents a origin within the proper pedagogic ideas and learn. up-to-date and revised to mirror the speedy alterations in greater schooling; comparable to higher use of expertise in educating and widening pupil range. prior ed: c1999. Hardcover, softcover to be had from the writer.
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Extra info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
Why is it important to include a discussion of student assessment in a handbook for teachers in higher education? It is important for two quite different reasons. First, assessment is an integral component of the teaching and learning system. Assessment may be used explicitly to guide students in their study. But also, student perceptions of what is rewarded and what is ignored by more formal examination procedures will have a substantial impact upon their learning behaviour and thus upon the outcomes of a course.
This is understandable – teachers may feel that their educational energy is being sapped by curricular and pedagogical demands, and what’s wrong with the present assessment system, anyway? – but it is not tolerable. Why not? Why is it important to include a discussion of student assessment in a handbook for teachers in higher education? It is important for two quite different reasons. First, assessment is an integral component of the teaching and learning system. Assessment may be used explicitly to guide students in their study.
Effective learning outcomes are less prescriptive and are meant to facilitate the student’s orientation to the subject being studied as well as guiding the choice of teaching/learning/assessment strategies for the course/module. They are meant to communicate course/module expectations to the student, so they should be stated in language that the student would understand (see Case Study 1). Case Study 1: Writing learning outcomes Oxford Brookes University Well-written learning outcomes will need to satisfy a number of key criteria and should: • • • • • be written in the future tense; identify important learning requirements; be achievable and assessable; use language which students can understand; relate to explicit statements of achievement.