Assessment As Learning : Maximising Opportunities for Student Learning and Achievement.
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| Corporate Author: | |
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| Format: | eBook |
| Language: | English |
| Published: |
Milton :
Taylor & Francis Group,
2021.
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| Series: | Asia-Europe education dialogue.
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| Subjects: | |
| Online Access: | Connect to the full text of this electronic book |
Table of 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 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