Tuesday, November 17, 2015

Enhancing Teaching and Learning through Assessmen







Enhancing Teaching and Learning through Assessment
Buku ini diterbitkan tahun 2007  Oleh  Springer, The Netherlands, adalah buku edisi  Pertama.


Judul:  Enhancing Teaching and Learning through Assessment
Oleh:  Steve Frankland (Editor)
Penerbit:   Springer, The Netherlands
Tahun: 2007
Jumlah Halaman: 499  hal.

Editor:
Steve Frankland

The Hong Kong Polytechnic University
Hong Kong
China SAR

Lingkup Pembahasan:
Buku ini telah merupakan dokumentasi hasil penyelidikan ke dalam gagasan meningkatkan pengajaran dan pembelajaran melalui penilaian di Perguruan Tinggi.
Kontributor bab telah memberikan pekerjaan mereka mengenai efektivitas, praktik terbaik, dan implikasi kebijakan dalam menggunakan penilaian untuk meningkatkan belajar siswa. Studi-studi yang dipilih adalah praktis, berlaku dan menjelaskan bagaimana guru garis depan berhadapan dengan penilaian secara teratur bersama-sama dengan mereka mendasari kekhawatiran teoritis. Melalui membaca kasus yang dikumpulkan, kita bisa mendapatkan wawasan dari berbagai pendekatan pedagogis yang sedang digunakan guru saat ini dalam konteks yang berbeda, yang berbeda
disiplin dan negara-negara yang berbeda termasuk universitas di Hong Kong, Australia, Amerika Serikat dan Inggris. Pada akhirnya, kita bisa mendapatkan keuntungan dari pemahaman yang lebih dalam praktik tertentu dan memperjelas pemikiran kita tentang mekanisme belajar mengajar dengan terus meninjau praktek kita sendiri.

Daftar Isi:

PREFACE    xiii
ACKNOWLEDGEMENTS    xv
CONFERENCE ORGANISING COMMITTEE   xvi
CONTRIBUTORS   xvii
FOREWORD    xxi
Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model   xxiii



Section A: Assessment in Action
Implementing Criterion -referenced Assessment
    Views on the Adoption and Implementation of the SOLO Taxonomy   4

        Wong, C.
    Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance
    their Writing Development during Tertiary Studies   16

        Briguglio, C   
    Involving Students in the Formation of Assessment Criteria for Small Group Computing
    Projects   24

            Singh, S & Collins, M.

Reinforcing Formative and Summative Assessment
    Formative Assessment for Progress Tests of Applied Medical knowledge   32
        Oldham, J., Freeman, A., Chamberlain, S. & Ricketts, C.
    Enhancing Student Appreciation of Written Feedback on Essay Assignments   40
        Gomez, S. & Osborne, R.
    Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic 
    Design Critique    52
            Taylor, M. & McCormack, C.

Aligning Assessment with Learning and Teaching
    Perspectives of Teachers and Students towards Assessment   64

        Frankland, S.
    An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics
    Module   78

        Moody, J.
    Aligning Teaching and Assessment: The Key to Greatly Improved Graduate Quality and
    Sustainable Teaching Efficiency   88

        Cowdroy, R. & Williams, A.
    Formative & Summative Assessment and the Notion of Constructive Alignment   98
                Muldoon, N. & Lee, C.

Rethinking Teacher Professional Development
    Assessment in the Context of Professional Development: The Implementation of
    a Portfolio Project   110

        Hoefflin, G. & Allal, L.
    Peer- and Self-Assessment – Drawing the Parallels Between Student and Staff Practice   118
        Stefani, L.
    Sustainable Assessment and Lifelong Learning: Standards for Excellence and the
    Development of Teacher Identity    130

        Thornton, S. & Wilson, S.

Section B: Embedded Strategies and their Impact
Teaching with Group Work, Peer and Self Assessment

    Peer Assessment among Students in a Problem-Based Learning Format   144
        Frankland, S.
    Enhancing Teaching and Learning in Group Projects Through Poster Assessment   156
        Cho, P.
    Introducing Computer-Aided Peer Assessment (CAPA) in Engineering    176
        James, N., Miles, M., Burton, C. & Ricketts, C.
    Mapping Self-Assessment to Achievement   184
        Hoskins, S., Jacobs, C & MacKenzie, H.

Designing Multiple Assessment Methods
    Online Collaborative Learning and Assessment    198

        Cheng, W. & Warren, M.
    The Impact of Assessment Modes on Collaborative Group Design Projects   214
        Tucker, R.
    Innovative Assessment and Learning in a Problem Based Environment    228
        Belbeck, L.W., Jiang, S. & Nutiu, N.
    Blending Process with Product: Using Assessment to Drive Learning Through the
    Creation of an Online Journal    242

        Hallam, G. & Glanville, C.
    Challenges in Assessments in a Case-Based Science Course   256
        McNaught, C. Lam, P., Ong, D. & Lau, L.
    The Impact of Innovative Assessment Practices on Students’ Learning    266
        Hernández, R.

Reviewing Outcome-based Assessment and Implementation issues
    Learning Outcomes an their Assessment: Putting Open University Pedagogical Practices
    under the Microscope   280

        Chris Dillon, C., Reuben, C., Coats, M. & Hodgkinson, L.
    Institutionalizing a General Education Program Review Process: Outcomes Assessment   290
        Fellwock-Schaar, S.A., Krochalk, P.C. & Cruise, M. J.
    An Assistant Dean, Learning & Teaching’s Role in Quality Assuring Assessment   300
        Kift, S.
    Creating a Teaching and Learning Culture to Embed Graduate Attributes into Assessment    
    Practices    314
        Singh, S. & Gibson, B.

Section C: Approaches in Practice
Examining Assessment in the Workplace

    Combining Novel Pedagogic and IT Approaches to Align the Assessment of Workplace
    Learning with Criteria for Academic Credit   326

        Gomez, S. & Lush, D.
    Ecology, Identity and Assessment: The Implications of a Case Study of Police Students’
    Learning in Community Placements for Assessment    338

        Layton, C.
    Implementation ad Feedback on the Use of Reflective Writing as a Component of a
    Clinical Assessment   352

        Cho, P. & Tang, C.
    From University to Workplace: Assessing Experiential Learning   370
        O'Toole, K.


Making Use of Technology in Assessment
    But did they Learn? Assessment Driving the Learning, Technology Supporting the
    Process   382

        Trinidad, S. & Fox, R.
    Enriching of Interaction in Online Assessments   392
        Lam, P., Hodgson, P. & Csete, J.
    Utilising an ICT Tool for Moderating, Marking and Managing Assessment in Large
    Tertiary Classes    402

        Nelligan, P.
    Using Online Environments to Promote Assessment as a Learning Enhancement 
    Process    418
        Rice, M., Campbell, C. & Mousley, J.
    Conceptualising Assessment for Online Delivery: Educational Developers’ Perspectives    432
        Donnan, P., Brown, C. & Brickell, G.

Exploring Implementation Issues and their Implications
    Assessing the Assessors: Authentic Online Assessment of Students of School    444
        Counselling Campbell, M., Frost, D. & Logan, J.
    Assessing Creativity Through Common Consensus    454
        Chang, G. & Csete, J.
    Can Assessment of Student Attitudes Assist both the Teaching and Learning Process
    as well as Ultimate Performance in Professional Practice    468

        O'Toole, G.
    Can Intrinsic Graduate Qualities be Developed Through Assessment? Mapping
    Assessment Practices in IT Degree Programs    476

        Gelade, S. & Fursenko, F.
CONCLUDING NOTE    489
INDEX    491


  
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