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RT Book, Whole SR Electronic DC OPAC T1 Scaling up Assessment for Learning in Higher Education / edited by David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski T2 The Enabling Power of Assessment. ISSN:21982651 A1 Carless, David A1 Bridges, Susan M A1 Chan, Cecilia Ka Yuk A1 Glofcheski, Rick A1 SpringerLink (Online service) YR 2017 FD 2017 SP XIV, 222 p. 8 illus., 7 illus. in color K1 Educational tests and measurements K1 Education, Higher K1 Assessment and Testing K1 Higher Education ED 1st ed. 2017. PB Springer Nature Singapore : Imprint: Springer PP Singapore SN 9789811030451 LA English (英語) CL LCC:LB3050-3060.87 CL DC23:371.26 NO Part I. Enabling Assessment Change -- 1 Scaling up Assessment for Learning: Progress and Prospects -- 2 Standards-Based Assessment for an Era of Increasing Transparency -- 3 Surfacing and Sharing Advances in Assessment: A Communities of Practice Approach -- 4 Inspiring Transformation through TESTA's Programme Approach -- Part II Assessment for Learning Strategies and Implementation -- 5 Making Assessment for Learning Happen through Assessment Task Design in the Law Curriculum -- 6 Clinical Assessment Judgements and 'Connoisseurship': Surfacing Curriculum-Wide Standards through Transdisciplinary Dialogue -- 7 The Use and Design of Rubrics to Support Assessment for Learning -- 8 Students' Experiences of Assessment for Learning -- Part III Feedback for Learning -- 9 Contextual Influences on Feedback Practices: An Ecological Perspective -- 10 Student Utilisation of Feedback: A Cyclical Model -- 11 Feelings about Feedback: The Role of Emotions in Assessment for Learning -- 12 Conditions and Effects of Feedback viewed through the Lens of the Interactive Tutoring Feedback Model -- Part IV Using Technology to Facilitate Assessment for Learning -- 13 Technology-Enhanced Assessment Feedback -- 14 How does Technology enable Scaling up Assessment for Learning? NO A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning. This edited collection provides a state-of-the-art discussion of recent, cutting-edge work into assessment for learning in higher education. It introduces a new theme of scaling up, which will be welcomed by theorists, researchers, curriculum leaders and university teachers, and showcases the work of leading figures from Australia, England, continental Europe and Hong Kong. The work illuminates four key elements: (1) Enabling assessment change; (2) Assessment for learning strategies and implementation; (3) Feedback for learning; (4) Using technology to facilitate assessment for learning. Solidly research-based and carrying important implications for enhanced practice in assessment for learning at the university level, it is a must read for academic developers, researchers, university teachers, academic leaders and all those interested in assessment matters NO HTTP:URL=https://doi.org/10.1007/978-981-10-3045-1 NO 書誌ID=EB16356627; LK [E Book]https://doi.org/10.1007/978-981-10-3045-1 OL 30