Hardback
Research Handbook on Innovations in Assessment and Feedback in Higher Education
Implications for Teaching and Learning
9781800881594 Edward Elgar Publishing
Bringing together emerging and world-leading scholars from across the globe, this prescient Research Handbook presents cutting-edge research methodologies within the field of higher education assessment and feedback. It explores how students should be supported in a rapidly changing, and increasingly technological, academic world.
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Critical Acclaim
Contributors
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Bringing together emerging and world-leading scholars from across the globe, this prescient Research Handbook presents cutting-edge research methodologies within the field of higher education assessment and feedback. It explores how students should be supported in a rapidly changing, and increasingly technological, academic world.
The Research Handbook on Innovations in Assessment and Feedback in Higher Education puts forward a stringent, internationally applicable theoretical and conceptual framework for the evaluation of assessment methods within university contexts. Chapters provide clear guidance on how to address the research–practice gap within assessments, emphasising how assessments can be shaped to improve key learning skills within local contexts including metacognitive abilities and self-regulatory proficiencies. Through clear descriptions and examinations of research models, it provides vital support for the transition from learning to real-world research practice.
Academics and students studying the research and practice of assessment and feedback methods, and those who provide assessment support, including all those committed to enhancing the quality of professional development training in assessment and feedback will find this Research Handbook to be of great interest, and an essential read in promoting high quality, efficient, and sustainable assessment and feedback practice.
The Research Handbook on Innovations in Assessment and Feedback in Higher Education puts forward a stringent, internationally applicable theoretical and conceptual framework for the evaluation of assessment methods within university contexts. Chapters provide clear guidance on how to address the research–practice gap within assessments, emphasising how assessments can be shaped to improve key learning skills within local contexts including metacognitive abilities and self-regulatory proficiencies. Through clear descriptions and examinations of research models, it provides vital support for the transition from learning to real-world research practice.
Academics and students studying the research and practice of assessment and feedback methods, and those who provide assessment support, including all those committed to enhancing the quality of professional development training in assessment and feedback will find this Research Handbook to be of great interest, and an essential read in promoting high quality, efficient, and sustainable assessment and feedback practice.
Critical Acclaim
‘Evans and Waring have made a significant contribution by bringing together leading researchers worldwide to present their model of self-regulatory assessment and feedback. The Handbook serves as an empirical basis for elevating self-regulation in higher education and guides educators toward creating a more engaging, empowering, and successful learning experience for their students.’
– John Hattie, Emeritus Laureate Professor, University of Melbourne, Australia
‘Carol Evans and Michael Waring have done the academic community a significant service in facilitating a cutting edge, state-of-the-art Handbook of research-informed approaches to assessment and feedback. A diverse range of scholars analyze well-chosen topics, including self-regulatory approaches, assessment and feedback literacies, change management and more. Highly recommended!’
– David Carless, University of Hong Kong
‘This comprehensive treatment of assessment research and practice in higher education will provoke improvements in both. I especially appreciate its emphasis on assessment as teaching and learning, with clear acknowledgement of what is and is not known about how assessment information, including feedback, plays an essential role in the regulation of learning by instructors and, importantly, by students themselves.’
– Heidi Andrade, University at Albany, US
‘Research Handbook on Innovations in Assessment and Feedback in Higher Education is a thought-provoking exploration of the evolving landscape of assessment in higher education. The book delves into the shift from traditional exams to more innovative methods, and the challenges and opportunities presented by online learning and AI technologies, among others. It raises critical questions about academic integrity, the authenticity of student learning, and the role of teaching in an academic’s career. As we navigate these topics, one question looms large: Can we bridge the gap between research and teaching in academia? Dive into this compelling narrative to find out.’
– Ernesto Panadero, Dublin City University, Ireland
‘Evans and Waring provide a highly contemporary, comprehensive, evidence-informed and practical guide to key themes relating to assessment and feedback in higher education. Focused around the view that “assessment is one of the most influential drivers of learning behaviours in higher education”, the book offers a variety of insights and examples brought together in a coherent framework focused around self-regulatory assessment and feedback. An insightful read that’s catalysed ideas to inform our strategic approach to curriculum development for the enhancement of student learning.’
– Helen King, Bath Spa University, UK
– John Hattie, Emeritus Laureate Professor, University of Melbourne, Australia
‘Carol Evans and Michael Waring have done the academic community a significant service in facilitating a cutting edge, state-of-the-art Handbook of research-informed approaches to assessment and feedback. A diverse range of scholars analyze well-chosen topics, including self-regulatory approaches, assessment and feedback literacies, change management and more. Highly recommended!’
– David Carless, University of Hong Kong
‘This comprehensive treatment of assessment research and practice in higher education will provoke improvements in both. I especially appreciate its emphasis on assessment as teaching and learning, with clear acknowledgement of what is and is not known about how assessment information, including feedback, plays an essential role in the regulation of learning by instructors and, importantly, by students themselves.’
– Heidi Andrade, University at Albany, US
‘Research Handbook on Innovations in Assessment and Feedback in Higher Education is a thought-provoking exploration of the evolving landscape of assessment in higher education. The book delves into the shift from traditional exams to more innovative methods, and the challenges and opportunities presented by online learning and AI technologies, among others. It raises critical questions about academic integrity, the authenticity of student learning, and the role of teaching in an academic’s career. As we navigate these topics, one question looms large: Can we bridge the gap between research and teaching in academia? Dive into this compelling narrative to find out.’
– Ernesto Panadero, Dublin City University, Ireland
‘Evans and Waring provide a highly contemporary, comprehensive, evidence-informed and practical guide to key themes relating to assessment and feedback in higher education. Focused around the view that “assessment is one of the most influential drivers of learning behaviours in higher education”, the book offers a variety of insights and examples brought together in a coherent framework focused around self-regulatory assessment and feedback. An insightful read that’s catalysed ideas to inform our strategic approach to curriculum development for the enhancement of student learning.’
– Helen King, Bath Spa University, UK
Contributors
Contributors include: Maureen Snow Andrade, Kevin Ashford-Rowe, Kieran Balloo, Bindi Bennett, Joanne Berry, Ewan Bottomley, Gavin T.L. Brown, Rod Cullen, Chow Chao Dong, Daniel Dinsmore, Michael J. Draper, Carol Evans, Rachel Forsyth, Alex Forsythe, Laura Grange, Shuen Ho, Daniel Hobson, Henk Huijser, Azilawati Jamaludin, Mark Jellicoe, René Krempkow, Maria Kozhevnikov, Amanda Kulp, Tan Aik Lim, Terry Maguire, Kenneth I. Mavor, Jan McArthur, Eileen McEvoy, Kelly Menzel, Joanne Moore, Anna Mountford-Zimdars, Quan Nguyen, Berry O’Donovan, Geraldine O''Neill, Alison Perry, Philipp Pohlenz, Nona Press, Edd Pitt, Gordon Rakita, Bart Rienties, Jekaterina Rogaten, Markus Seyfried, Calvin Smith, Alina Strasser, Mark Stubbs, Dirk Tempelaar, Cees van der Vleuten, Martina van Heerden, Michael Waring
