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Full Product Details

Author:   Anton Havnes (Oslo University College, Norway) ,  Liz McDowell (Northumbria University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.580kg
ISBN:  

9780415540933

ISBN 10:   0415540933
Pages:   306
Publication Date:   21 March 2013
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Section 1: Introduction Chapter 1 Anton Havnes and Liz McDowell: Assessment dilemmas in contemporary learning cultures. Chapter 2 Olga Dysthe: The challenges of assessment in a new learning culture. Section 2 Connecting education and society through assessment Chapter 3 Sandra Murphy: Some consequences of writing assessment. Chapter 4 Froydis Hertzberg: Chapter 5 Lars Lindström: Novice or expert? Conceptions of competence in learning and practicing as a craft worker. Chapter 6 Judith Gulikers, Theo J. Bastiaens, Paul A. Kirschner: Perceptions of authentic assessment: dimensions of authenticity. Chapter 7 Nancy Falchikov and David Boud: The role of assessment in preparing for lifelong learning: problems and challenges. Chapter 8 Anton Havnes: Connecting education and work through assessment Section 3 Assessment as institutional practice Chapter 9 Olga Dysthe, Knut Steinar Engelsen, Tjalve Madsen, Line Wittek: Explicit criteria in portfolio assessment from student perspectives: a theory-based discussion Chapter 10 Susan Orr: Real or imagined? The shift from norm-referencing to criterion-referencing Chapter 11 Olga Gioka: Examining science teachers formative assessment practices Chapter 12 Per Lauvås: Changing assessment practices in Norwegian higher education – from where to where? Chapter 13 Marieke H. S. B. Smits, Dominique M A Sluijsman, Wim M G Jochems: Perceptions of performance assessment in nurse education: meaningful for students and teachers? Chapter 14 Kari Smith and Harm Tillema: The challenges of assessing portfolios – in search of criteria. Chapter 15 Steinar Kvale: Contrasting contexts: assessment at work and in school Section 4 Assessment as action Chapter 16 Patricia Broadfoot: Assessing literacy and the language of learning. Chapter 17 Kelvin Tan: Contrasting views of student self assessment Chapter 18 Liz McDowell: Students’ experiences of academic assignments: implications for assessment practice and formative assessment. Chapter 19 Janice Orrell: Assessment beyond belief: the cognitive process of grading. Section 5 Epilogue Notes Bibliography Index

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Author Information

Anton Havnes is an educational developer and Associate Professor at Centre for Educational Research and Development at Oslo University College. His main areas of research are learning in higher education and the workplace, as well as assessment in higher education. Liz McDowell is an educational researcher, developer and teacher at Northumbria University, UK, a National Teaching Fellow and Director of a national Centre for Excellence in Assessment for Learning. Her research interests are in assessment and student experiences of learning. She has thirty publications on these topics over the past ten years.

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