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.
More Information
Critical Acclaim
Contributors
Contents
More Information
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
Contents
Contents:
Foreword xvii
John Hattie
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 2
Carol Evans and Michael Waring
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 16
Daniel L. Dinsmore, Gordon F. M. Rakita, and Amanda M. Kulp
3 Goal-setting practices that connect feedback with action in higher education 38
Mark Jellicoe and Alex Forsythe
4 Challenges and opportunities in supporting the assessment literacy of educators and students 53
Geraldine O’Neill, Eileen McEnvoy, and Terry Maguire
5 Student and teacher assessment literacy in higher education 70
Calvin Smith
6 Supporting the development of Graphic Arts’ students’ assessment literacy 82
Daniel Hobson and Carol Evans
7 Developing feedback currency within and between disciplines 116
Martina van Heerden
8 Designing opportunities for students to proactively seek out and generate feedback 134
Kieran Balloo and Edd Pitt
9 Student assessment and feedback literacy: fundamental to student learning, achievement and satisfaction 154
Berry O’Donovan
10 Supporting STEM students’ self-regulatory skills through developing their assessment literacy and evaluative judgement capabilities 168
Laura Grange, Carol Evans, and Xiaotong Zhu
PART III UNDERSTANDING OF INDIVIDUAL DIFFERENCES IN ASSESSMENT
11 The use of data analytics to support the development of assessment practices in higher education 194
Bart Rienties, Dirk Tempelaar, Quan Nguyen, and Jekaterina Rogaten
12 Neurophysiological affordances for assessment design and feedback: Biomarkers of student learning 210
Azilawati Jamaludin and Tan Aik Lim
13 Factors shaping cognitive styles in Singaporean college students: Implications for assessment and feedback practices in higher education 229
Maria Kozhevnikov, Shuen Ho, Chow Chao Dong, and Alina Veronika Irene Strasser
14 Addressing awarding gaps through assessment design 253
Anna Mountford-Zimdars and Joanne Moore
15 Social identities, norms, and context in student feedback literacy in higher education 278
Kenneth I. Mavor and Ewan Bottomley
16 Developing inclusive assessment practices within higher education: An indigenist perspective 294
Kelly Menzel and Bindi Bennett
17 Student ownership of assessment: Limits and possibilities as we engage with decolonisation 312
Jan McArthur
PART IV ASSESSMENT DESIGN CONSIDERATIONS
18 Facilitating students’ development of assessment and feedback skills through critical engagement with generative artificial intelligence 330
Michael Waring and Carol Evans
19 Changing demands and expectations: Developing higher education quality assurance practices 355
Philipp Pohlenz, Markus Seyfried, and René Krempkow
20 An integrated approach to improve the credibility and quality of assessment in higher education 372
Gavin T. L. Brown
21 Implementing electronic management of assessment and feedback in higher education 389
Rachel Forsyth, Rod Cullen, and Mark Stubbs
22 Change management of assessment: Politics of assessment in higher education 406
Michael Draper, Alison Perry, and Joanne Berry
23 Authentic assessment: Opportunities and challenges 425
Nona Press, Kevin Ashford-Rowe, and Henk Huijser
24 Facilitating programme-level change in higher education 443
Cees van der Vleuten and Lonneke Schellekens
25 Sustainable leadership of assessment in higher education 455
Maureen Snow Andrade
PART V THE WAY FORWARD FOR ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION
26 Prioritising a self-regulatory assessment and feedback approach in higher education 479
Carol Evans and Michael Waring
Foreword xvii
John Hattie
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 2
Carol Evans and Michael Waring
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 16
Daniel L. Dinsmore, Gordon F. M. Rakita, and Amanda M. Kulp
3 Goal-setting practices that connect feedback with action in higher education 38
Mark Jellicoe and Alex Forsythe
4 Challenges and opportunities in supporting the assessment literacy of educators and students 53
Geraldine O’Neill, Eileen McEnvoy, and Terry Maguire
5 Student and teacher assessment literacy in higher education 70
Calvin Smith
6 Supporting the development of Graphic Arts’ students’ assessment literacy 82
Daniel Hobson and Carol Evans
7 Developing feedback currency within and between disciplines 116
Martina van Heerden
8 Designing opportunities for students to proactively seek out and generate feedback 134
Kieran Balloo and Edd Pitt
9 Student assessment and feedback literacy: fundamental to student learning, achievement and satisfaction 154
Berry O’Donovan
10 Supporting STEM students’ self-regulatory skills through developing their assessment literacy and evaluative judgement capabilities 168
Laura Grange, Carol Evans, and Xiaotong Zhu
PART III UNDERSTANDING OF INDIVIDUAL DIFFERENCES IN ASSESSMENT
11 The use of data analytics to support the development of assessment practices in higher education 194
Bart Rienties, Dirk Tempelaar, Quan Nguyen, and Jekaterina Rogaten
12 Neurophysiological affordances for assessment design and feedback: Biomarkers of student learning 210
Azilawati Jamaludin and Tan Aik Lim
13 Factors shaping cognitive styles in Singaporean college students: Implications for assessment and feedback practices in higher education 229
Maria Kozhevnikov, Shuen Ho, Chow Chao Dong, and Alina Veronika Irene Strasser
14 Addressing awarding gaps through assessment design 253
Anna Mountford-Zimdars and Joanne Moore
15 Social identities, norms, and context in student feedback literacy in higher education 278
Kenneth I. Mavor and Ewan Bottomley
16 Developing inclusive assessment practices within higher education: An indigenist perspective 294
Kelly Menzel and Bindi Bennett
17 Student ownership of assessment: Limits and possibilities as we engage with decolonisation 312
Jan McArthur
PART IV ASSESSMENT DESIGN CONSIDERATIONS
18 Facilitating students’ development of assessment and feedback skills through critical engagement with generative artificial intelligence 330
Michael Waring and Carol Evans
19 Changing demands and expectations: Developing higher education quality assurance practices 355
Philipp Pohlenz, Markus Seyfried, and René Krempkow
20 An integrated approach to improve the credibility and quality of assessment in higher education 372
Gavin T. L. Brown
21 Implementing electronic management of assessment and feedback in higher education 389
Rachel Forsyth, Rod Cullen, and Mark Stubbs
22 Change management of assessment: Politics of assessment in higher education 406
Michael Draper, Alison Perry, and Joanne Berry
23 Authentic assessment: Opportunities and challenges 425
Nona Press, Kevin Ashford-Rowe, and Henk Huijser
24 Facilitating programme-level change in higher education 443
Cees van der Vleuten and Lonneke Schellekens
25 Sustainable leadership of assessment in higher education 455
Maureen Snow Andrade
PART V THE WAY FORWARD FOR ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION
26 Prioritising a self-regulatory assessment and feedback approach in higher education 479
Carol Evans and Michael Waring
