Assessment As Learning : Maximising Opportunities for Student Learning and Achievement.: Maximising Opportunities for Student Learning and Achievement. (2021)
- Record Type:
- Book
- Title:
- Assessment As Learning : Maximising Opportunities for Student Learning and Achievement.: Maximising Opportunities for Student Learning and Achievement. (2021)
- Main Title:
- Assessment As Learning : Maximising Opportunities for Student Learning and Achievement.
- Other Names:
- Yan, Zi
Yang, Lan - Contents:
- Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Acknowledgements -- List of Contributors -- Series Editor's Note -- 1. Assessment-as-learning in the global assessment reforms -- PART I: Revisiting assessment-as-learning from new perspectives -- 2. Conceptualising assessment-as-learning -- 3. Assessment-as-learning for the development of students' evaluative judgement -- 4. Assessments cause and contribute to learning: If only we let them 5. The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback -- PART II: Meeting the challenge of implementation -- 6. Interplay between students' perceived utility, accountability, self-efficacy, and social awareness when engaged with peer feedback: A qualitative interpretation -- 7. Designing nested tasks to facilitate students' meta-cognitive development: Assessment-as-learning practice from two award-winning university teachers 8. Dancing with chains: How does assessment-as-learning fit in China? -- 9. Fostering student evaluative judgement through assessment-as-learning in tertiary English language classroom -- 10. The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates -- 11. Assessment-as-learning through the lens of self-regulated learning: The role of normative competence -- 12. Involved and autonomy-supportive teachers make reflectiveCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Acknowledgements -- List of Contributors -- Series Editor's Note -- 1. Assessment-as-learning in the global assessment reforms -- PART I: Revisiting assessment-as-learning from new perspectives -- 2. Conceptualising assessment-as-learning -- 3. Assessment-as-learning for the development of students' evaluative judgement -- 4. Assessments cause and contribute to learning: If only we let them 5. The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback -- PART II: Meeting the challenge of implementation -- 6. Interplay between students' perceived utility, accountability, self-efficacy, and social awareness when engaged with peer feedback: A qualitative interpretation -- 7. Designing nested tasks to facilitate students' meta-cognitive development: Assessment-as-learning practice from two award-winning university teachers 8. Dancing with chains: How does assessment-as-learning fit in China? -- 9. Fostering student evaluative judgement through assessment-as-learning in tertiary English language classroom -- 10. The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates -- 11. Assessment-as-learning through the lens of self-regulated learning: The role of normative competence -- 12. Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices 13. Changing external feedback to learning opportunities: A study on Filipino university students' feedback orientation -- 14. Harnessing the learning potential of feedback: Dedicated improvement and reflection time (DIRT) in classroom practice -- 15. Synchronous self-assessment: Assessment from the other side of the mirror -- 16. Supporting quality of learning by letting students give their own grades: An innovative self-assessment model in university mathematics -- 17. Supporting students to use assessment-as-learning 18. The reciprocal nature of assessment-as-learning and feedback literacy: Case studies from higher education in Australia -- Index … (more)
- Publisher Details:
- Milton : Taylor & Francis Group
- Publication Date:
- 2021
- Extent:
- 1 online resource (299 p.)
- Subjects:
- 371.26
Educational evaluation
Educational evaluation
Electronic books - Languages:
- English
- ISBNs:
- 9781000426595
1000426599 - Access Rights:
- Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
- Access Usage:
- Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.
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- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library HMNTS - ELD.DS.624103
- Ingest File:
- 05_032.xml