Product Description

An invaluable dip-in aid for hard-pressed lecturers and teachers in further and higher education. It should be read, enjoyed and seriously considered by all those concerned about the quality and appropriateness of their assessment methods.

Product Details

• Amazon Sales Rank: #378152 in Books
• Published on: 2004-12-23
• Original language: English
• Number of items: 1
• Binding: Paperback
• 184 pages

Review
'This is an absolute gem of a book full of succinct and good advice based upon a wealth of personal experience by three well known and widely respected authors...[They] are to be congratulated and I would recommend any serious academic to have a look at it.' - David Harwood, Physical Sciences Educational Review, Vol 6

From the Back Cover

There is increasing pressure in further and higher education to provide assessment systems that are fair, valid, reliable, efficient and effective. Funding bodies demand higher quality, students themselves have sharpening expectations, and there is a new emphasis on competence-based systems. Traditionally, assessment of students' work has caused teachers more difficulties than any other area, yet the growing number of students and severe financial restraints mean that even existing standards are difficult to maintain.

In this completely updated edition of 500 Tips on Assessment, the authors look at the questions and the problems that teachers face and provide practical guidance. The advice is down-to-earth, jargon free and digestible, covering such key issues as:

* putting assessment into context: best practice, learning outcomes and monitoring quality of assessment
* different examination formats: traditional, open-book, open-notes, oral exams
* different assessment formats: essays, reports, practical work, presentations
* feedback and assessment
* assessing group learning.

500 Tips on Assessment is an invaluable dip-in aid. It should be read, enjoyed and seriously considered if you are concerned about the quality and appropriateness of your assessment methods.

About the Author
Phil Race is Emeritus Professor in Educational Development at the University of Leeds and also runs training workshops for staff and students in universities, colleges and other organisations throughout the UK. Sally Brown is Visiting Professor of Learning and Teaching at Robert Gordon University in Aberdeen and is Director of Membership Services for the Institute of Learning and Teaching in Higher Education. Brenda Smith is Associate Director at the Centre for Academic Practice, Nottingham Trent University.