This book uses theory and empirical research to explore changing perspectives and innovations in assessment. Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past 40 years. These changes are a response not only to recent developments in our understanding of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book collects new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. This book collects new perspectives on assessment and feedback - issues that are currently of great interest to both academic managers and teaching staff - provided by world renowned researchers. The contributors highlight the links between these innovations, theories and research and offer solutions that are both pioneering and evidence-based.
It charts the history of assessment and feedback in universities showing how our understanding of assessment practices has changed. It reports on recent innovations in assessment practices in higher education. It engages critically with recent research on assessment and feedback offering evidence-based conclusions.