Assessment, learning and judgement in higher education

Preface. 1. Introduction: Refocusing assessment G. JOUGHIN. 2. Assessment, learning and judgment in higher education: A critical review G. JOUGHIN. 3. How can practice reshape assessment? D. BOUD. 4. Transforming holistic assessment and grading into a vehicle for complex learning D. R. SADLER. 5. Faulty signals? Inadequacies of grading systems and a possible response M. YORKE. 6. The edumetric quality of new modes of assessment: Some issues and prospects F. DOCHY. 7. Plagiarism as a threat to learning: An educational response J. CARROLL. 8. Using assessment results to inform teaching practice and promote lasting learning L. SUSKIE. 9. Instrumental or sustainable learning? The impact of learning cultures on formative assessment in vocational education K. ECCLESTONE. Assessment, Learning and Judgement: Emerging Directions G. JOUGHIN. Index.

[1]  Edward H. Haertel.  New Forms of Teacher Assessment , 1991 .

[2]  Patricia Shaw,et al.  Complexity and Management: Fad or Radical Challenge to Systems Thinking? , 2002 .

[3]  Barbara E. Walvoord,et al.  Effective grading : a tool for learning and assessment in college , 1998 .

[4]  T. Crooks.  The Impact of Classroom Evaluation Practices on Students , 1988 .

[5]  W. Lens,et al.  The Evaluation Practice of Teachers as a Learning Opportunity for Students. , 2001 .

[6]  Filip Dochy,et al.  New Lines in Edumetrics: New Forms of Assessment Lead to New Assessment Criteria. , 2001 .

[7]  Mien Segers,et al.  New Assessment Forms in Problem-based Learning: The value-added of the students' perspective , 2001 .

[8]  Diane Dancer,et al.  Student involvement in assessment: a project designed to assess class participation fairly and reliably , 2005 .

[9]  P. Knight.  The Value of a Programme-wide Approach to Assessment , 2000 .

[10]  Martha N. Ovando.  Constructive Feedback: A Key to Successful Teaching and Learning. , 1994 .

[11]  K. Topping.  Peer Assessment Between Students in Colleges and Universities , 1998 .

[12]  Peter L. Schwartz,et al.  Assessment : case studies, experience and practice from higher education , 2002 .

[13]  R. Light,et al.  Making the Most of College: Students Speak Their Minds , 2001 .

[14]  Jann E. Freed,et al.  Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning , 1999 .

[15]  N. Frederiksen.  The real test bias: Influences of testing on teaching and learning. , 1984 .

[16]  Ernest T. Pascarella,et al.  How College Affects Students: A Third Decade of Research. Volume 2. , 2005 .

[17]  David James,et al.  Improving Learning Cultures in Further Education , 2007 .

[18]  M. Segers,et al.  Quality standards for new modes modes of assessment. An exploratory study of the consequential validity of the OverAll Test , 2001 .

[19]  Bethan Marshall,et al.  How teachers engage with Assessment for Learning: lessons from the classroom , 2006 .

[20]  Promoting Student Success: What Advisors Can Do. Occasional Paper No. 11. , 2005 .

[21]  George D. Kuh.  Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement , 2001 .

[22]  A. Chickering,et al.  Seven Principles for Good Practice in Undergraduate Education , 1987, CORE.

[23]  D. Boud.  Assessment and the promotion of academic values , 1990 .

[24]  Darrell L. Butler.  A critical evaluation of software for experiment development in research and teaching , 1988 .

[25]  J. Tagg,et al.  From Teaching to Learning — A New Paradigm For Undergraduate Education , 1995 .

[26]  Stephen E. Newstead,et al.  The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours , 2001 .

[27]  D. Berliner,et al.  High-stakes testing, uncertainty, and student learning , 2002 .

[28]  A. Baratta,et al.  Guest editor preface , 1998 .

[29]  L. McDowell,et al.  "BUT IS IT FAIR?" : AN EXPLORATORY STUDY OF STUDENT PERCEPTIONS OF THE CONSEQUENTIAL VALIDITY OF ASSESSMENT , 1997 .

[30]  W. Firestone,et al.  Rethinking "High Stakes": Lessons from the United States and England and Wales. , 2000 .

[31]  W. G. Perry.  Forms of Intellectual and Ethical Development in the College Years: A Scheme. Jossey-Bass Higher and Adult Education Series. , 1970 .

[32]  F. Dochy,et al.  Students’ perceptions about evaluation and assessment in higher education: a review1 , 2005 .

[33]  Keith Pond,et al.  Peer Review: a Precursor to Peer Assessment , 1995 .

[34]  Michael T. Kane,et al.  An argument-based approach to validity. , 1992 .

[35]  Michael Prosser,et al.  Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes , 1991 .

[36]  Andrew Carpenter,et al.  The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life , 2007 .

[37]  Michael C. White,et al.  Why Study the Complexity Sciences in the Social Sciences? , 1999 .

[38]  David J. Bateson.  Psychometric and Philosophic Problems in "Authentic" Assessment: Performance Tasks and Portfolios. , 1994 .

[39]  Mien Segers,et al.  Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies , 2005 .

[40]  Jae-Won Moon.  Reflection in Learning and Professional Development: Theory and Practice , 2005 .

[41]  P. Orsmond,et al.  The Use of Student Derived Marking Criteria in Peer and Self-assessment , 2000 .

[42]  K. Trigwell,et al.  RELATING APPROACHES TO STUDY AND QUALITY OF LEARNING OUTCOMES AT THE COURSE LEVEL , 1991 .

[43]  G. Pike,et al.  Revisiting the Blind Alley of Value Added. , 2007 .

[44]  Yves Benett,et al.  The Validity and Reliability of Assessments and Self‐assessments of Work‐based Learning , 1993 .

[45]  Dominique Sluijsmans,et al.  Student involvement in assessment. The training of peer assessment skills. , 2002 .

[46]  Lee J. Cronbach,et al.  Construct validation after thirty years. , 1989 .

[47]  A. Astin.  What matters in college? : four critical years revisited , 1994 .

[48]  G. Jessup.  Outcomes: Nvqs And The Emerging Model Of Education And Training , 1991 .

[49]  M. Fullan.  The New Meaning of Educational Change , 1990 .

[50]  J. Dewey.  Experience and Education , 1938 .

[51]  Filip Dochy,et al.  A new assessment era: different needs, new challenges , 2001 .

[52]  E. Hargreaves.  Assessment for learning? Thinking outside the (black) box , 2005 .

[53]  Eleanor Chelimsky.  Thoughts for a New Evaluation Society , 1997 .

[54]  Nancy Falchikov,et al.  PRODUCT COMPARISONS AND PROCESS BENEFITS OF COLLABORATIVE PEER GROUP AND SELF ASSESSMENTS , 1986 .

[55]  David Nevo,et al.  School-based evaluation : a dialogue for school improvement , 1995 .

[56]  Mantz Yorke,et al.  Assessment Learning and Employability , 2003 .

[57]  E. Pascarella.  Identifying Excellence in Undergraduate Education Are We Even Close? , 2001 .

[58]  Karen Clegg,et al.  Innovative Assessment in Higher Education , 2006 .

[59]  K. Scouller.  The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay , 1998 .

[60]  Sarah Gielen,et al.  Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects , 2003 .

[61]  Baxter Magolda,et al.  Learning that lasts: Integrating learning, development and performance in college and beyond , 2002 .

[62]  Filip Dochy,et al.  Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress , 1996 .

[63]  Michael Prosser,et al.  Students' experiences in studying for multiple choice question examinations , 1994 .

[64]  Hoi K. Suen,et al.  Parent-Professional Congruence , 1995 .

[65]  Nancy Falchikov,et al.  “Full on Until the Sun Comes Out”: the effects of assessment on student approaches to studying , 1998 .

[66]  R. Stacey.  Strategic Management and Organisational Dynamics: The Challenge of Complexity , 1999 .

[67]  De toets als hefboom voor meer en beter leren , 1998 .

[68]  Instructietechnologie en innovatie van probleemoplossen : over constructiegericht academisch onderwijs , 1998 .

[69]  W. Harlen,et al.  Testing and Motivation for Learning , 2003 .

[70]  Peter Checkland,et al.  Systems Thinking, Systems Practice , 1981 .

[71]  Xitao Fan,et al.  Published Studies of Interrater Reliability Often Overestimate Reliability: Computing the Correct Coefficient , 2000 .

[72]  N. Falchikov.  Peer Feedback Marking: Developing Peer Assessment , 1995 .

[73]  M. Segers,et al.  Assessment engineering: breaking down barriers between teaching and learning, and assessment , 2007 .

[74]  D. Campbell,et al.  EXPERIMENTAL AND QUASI-EXPERIMENT Al DESIGNS FOR RESEARCH , 2012 .

[75]  D. Anderson,et al.  The hidden curriculum. , 1992, AJR. American journal of roentgenology.

[76]  Harrison H. Owen,et al.  Open Space Technology: A User's Guide , 1993 .

[77]  Stephen B. Dunbar,et al.  Complex, Performance-Based Assessment: Expectations and Validation Criteria , 1991 .

[78]  S. Messick.  Meaning and Values in Test Validation: The Science and Ethics of Assessment , 1989 .

[79]  P. Shaw.  Changing Conversations in Organizations: A Complexity Approach to Change , 2002 .

[80]  Thomas A. Angelo,et al.  Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. , 1993 .

[81]  J. Biggs.  Assessing Learning Quality: reconciling institutional, staff and educational demands , 1996 .

[82]  Robert L. Linn,et al.  Educational Assessment: Expanded Expectations and Challenges , 1993 .

[83]  S. Messick.  The Interplay of Evidence and Consequences in the Validation of Performance Assessments , 1994 .

[84]  P. Black.  Curriculum and assessment in science education: the policy interface , 1995 .

[85]  R. Lessem.  STRATEGIC MANAGEMENT AND ORGANIZATIONAL DYNAMICS , 2005 .

[86]  Bena Kallick,et al.  Getting into the Habit of Reflection. , 2000 .

[87]  Liz McDowell,et al.  The Impact of Innovative Assessment on Student Learning , 1995 .

[88]  John D. Bain,et al.  Contextual dependence of learning approaches: The effects of assessments. , 1984 .

[89]  D. Sadler.  Formative assessment and the design of instructional systems , 1989 .

[90]  Students' perceptions on new modes of assessment and their influence on student learning: the portfolio case , 2004 .

[91]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[92]  Paul Trowler,et al.  Department-level Cultures and the Improvement of Learning and Teaching , 2000 .

[93]  Sara Delamont,et al.  Qualitative studies in education , 1995 .

[94]  Paul J. Feltovich,et al.  Learning, Teaching and Testing for Complex Conceptual Understanding. , 1991 .

[95]  M. Patton.  Qualitative research & evaluation methods , 2002 .

[96]  F. Dochy,et al.  Assessment as a tool for learning , 1997 .

[97]  Donald B. Rubin,et al.  The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles. , 1974 .

[98]  David Nicol,et al.  Teaching Tips: Strategies, Research, and Theory for College and University Teachers , 1994 .

[99]  P. Winne,et al.  Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .

[100]  Filip Dochy,et al.  Assessment and feedback as student support devices , 1997 .

[101]  Menucha Birenbaum,et al.  Toward adaptive assessment — The student's angle , 1994 .

[102]  Anuradha Paranjape,et al.  Feedback and Reflection: Teaching Methods for Clinical Settings , 2002, Academic medicine : journal of the Association of American Medical Colleges.

[103]  Edward H. Haertel,et al.  Generalizability Analysis for Performance Assessments of Student Achievement or School Effectiveness , 1997 .

[104]  Nigel K. L. Pope,et al.  The impact of stress in self‐ and peer assessment , 2005 .

[105]  Harold Gulliksen,et al.  Creating Better Classroom Tests. , 1985 .

[106]  J. Piaget,et al.  The Child's Conception of the World , 1971 .

[107]  D. Sluijsmans,et al.  The use of self-, peer and co-assessment in higher education: A review , 1999 .

[108]  W. Rod Cullen,et al.  Peer assessment of oral presentations: effects of student gender, university affiliation and participation in the development of assessment criteria , 2005 .

[109]  D. Boud.  Assessment and learning: contradictory or complementary? , 1995 .

[110]  Nigel Kenneth Pope,et al.  An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values , 2001 .

[111]  George D. Kuh.  Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom , 1991 .

[112]  Direct Assessment, Direct Validation? An Example From the Assessment of Writing , 1994 .