Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.

Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning.

They built a network to save their lives. Now something ancient is using it to reach inside their minds.Former factory worker Ethan Cross never wanted a starship. Now he and Vesper, the sentient ship bonded to his mind, are attempting something no one has dared in a hundred thousand years: gathering the galaxy's scattered, hunted pilots into a single connected fleet. A song in the dark that promises no one has to fly alone again.But a bright fire draws wolves.Someth...

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:- practical...

First Published in 1985. This is a volume of collected articles on reflection in learning, looking at the model, experience-based learning, development of learning skills, writing and the importance of the listener.

Bringing together the work of experts from diverse disciplinary backgrounds, this book provides the evidence and guidance required to improve feedback practices for students on placements. The chapters tackle questions such as how feedback can be used in work contexts, what types of feedback can learners engage with and how using feedback in classrooms differs from navigating it in the workplace. It also addresses how learners can make feedback effective for them in work-based placement co...

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching an...

A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessment that develop the critical skills of its students.Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice des...

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners.Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design ...

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study.This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and arg...

While peer learning is often used informally by students - and for many can form an essential part of their HE experience - this book discusses methods of developing more effective learning through the systematic implementation of peer learning approaches.

This book is an accessible entry point into the theory and practice of work reflection for students and practitioners. Taking a cross-disciplinary approach, it covers management, education, organizational psychology and sociology, drawing on examples from Europe, the Middle East, North America and Australia.It traces reflection at work from an emphasis on training, through a focus on how organizations learn, to a concern with the necessary learning groups to operate effectively. It...