Research Handbook on Innovations in Assessment and Feedback in Higher Education: Implications for Teaching and Learning

Front Matter
Copyright
Contents
Contributors
Foreword: Advancing asssessment capabilites in higher education
PART I INTRODUCTION TO THE RESEARCH HANDBOOK ON INNOVATIONS IN ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION
1. Exploring innovations in assessment and feedback in higher education
PART II BUILDING SELF-REGULATORY CAPACITY: ASSESSMENT FEEDBACK AND LITERACY CONSIDERATIONS
2. Promises and challenges in developing self-regulatory assessment and feedback practices in diverse higher education contexts
3. Goal-setting practices that connect feedback with action in higher education
4. Challenges and opportunities in supporting the assessment literacy of educators and students
5. Student and teacher assessment literacy in higher education
6. Supporting the development of Graphic Arts’ students’ assessment literacy
7. Developing feedback currency within and between disciplines
8. Designing opportunities for students to proactively seek out and generate feedback
9. Student assessment and feedback literacy: fundamental to student learning, achievement and satisfaction
10. Supporting STEM students’ self-regulatory skills through developing their assessment literacy and evaluative judgement capabilities
PART III UNDERSTANDING OF INDIVIDUAL DIFFERENCES IN ASSESSMENT
11. The use of data analytics to support the development of assessment practices in higher education
12. Neurophysiological affordances for assessment design and feedback: Biomarkers of student learning
13. Factors shaping cognitive styles in Singaporean college students: Implications for assessment and feedback practices in higher education
14. Addressing awarding gaps through assessment design
15. Social identities, norms, and context in student feedback literacy in higher education
16. Developing inclusive assessment practices within higher education: An indigenist perspective
17. Student ownership of assessment: Limits and possibilities as we engage with decolonisation
PART IV ASSESSMENT DESIGN CONSIDERATIONS
18. Facilitating students’ development of assessment and feedback skills through critical engagement with generative artificial intelligence
19. Changing demands and expectations: Developing higher education quality assurance practices
20. An integrated approach to improve the credibility and quality of assessment in higher education
21. Implementing electronic management of assessment and feedback in higher education
22. Change management of assessment: Politics of assessment in higher education
23. Authentic assessment: Opportunities and challenges
24. Facilitating programme-level change in higher education
25. Sustainable leadership of assessment in higher education
PART V THE WAY FORWARD FOR ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION
26. Prioritising a self-regulatory assessment and feedback approach in higher education
Index