Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need. In education, theory and practice are often poorly linked. In this guide, Teresa McConlogue presents theoretical ideas and research findings and links them to practice. She considers recent theoretical work on feedback and suggests ways of developing evaluative judgment. Throughout the book, teachers are encouraged to examine their practice critically, and there are ideas for small-scale educational investigations, involving teachers, their colleagues, and students, such as using the Assessment Review Questionnaire to adapt assessments. This guide explores the concept of academic standards and proposes methods of co-constructing shared standards within a teaching team and with students through calibration activities.
 

List of figures List of tables Glossary 1. Introduction 2. Key Perspectives Part I. Designing Assessment 3. Designing Assessment for a Module 4. Designing Assessment across a Programme 5. Reaching Out Part II. Making Judgements 6. Marker Reliability 7. Peer and Collaborative Assessment 8. Giving Good Quality Feedback Part III. Inclusivity 9. Inclusive Assessment Practices 10. Conclusion References Index