Kapitel in diesem Buch

1. Frontmatter i
2. Contents vi
3. Tables and Figures viii
4. Acknowledgements ix
5. Foreword x
6. Introduction 1
7. PART A CHANGING PERSPECTIVES ON THE NATURE AND PURPOSES OF ASSESSMENT
8. 1 Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning 13
9. 2 Flourishing amid Strangeness and Uncertainty: Exploring the Meaning of ‘Graduateness’ and its Challenges for Assessment 32
10. 3 Assessment for Learning Environments: A Student-Centred Perspective 56
11. PART B STUDENTS’ PERCEPTIONS OF ASSESSMENT AND FEEDBACK
12. 4 Perceptions of Assessment and their Influences on Learning 75
13. 5 Students’ and Teachers’ Perceptions of Fairness in Assessment 99
14. 6 Perceptions of Assessment Standards and Student Learning 114
15. PART C RECONCEPTUALISING IMPORTANT FACETS OF ASSESSMENT
16. 7 Only Connect? Communicating Meaning through Feedback 131
17. 8 Learning from Assessment Events: The Role of Goal Knowledge 152
18. 9 The Learning–Feedback–Assessment Triumvirate: Reconsidering Failure in Pursuit of Social Justice 173
19. PART D INNOVATIONS IN ASSESSMENT PRACTICES
20. 10 Guiding Principles for Peer Review: Unlocking Learners’ Evaluative Skills 197
21. 11 Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments 225
22. 12 Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback 246
23. Notes on the Contributors 264
24. Index 270