Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice

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Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice. What really matters in assessment, learning and teaching? And how can we prioritise competing demands on our time as busy academics and learning support staff who want to do the best by our students? In the UK, our views of what we need to concern ourselves with have been shaped and directed in the last couple of decades both by external quality drivers and internal imperatives.
Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice. The Quality Assurance Agency set us an agenda to work with, firstly through Teaching Quality Assessment, then through Subject Review and more recently through a range of Quality Enhancement initiatives. Additionally, most higher education institutions (HEIs) have themselves garnered student feedback through questionnaires and other forms of review and these have now been supplemented by the National Student Survey (NSS), which has focused attention further on what students really think of the ways we design, deliver, assess and evaluate the curriculum. Legislation too, particularly that related to disabled students, has helped us further to concentrate our endeavours. Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice.

Penulis: Anne Campbell & Lin Norton
Penerbit: Learning Matter
Tahun: 2007

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