MTU Library Catalogue

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Enhancing learning through formative assessment and feedback / Alastair Irons.

By: Irons, Alastair, 1962- [author.].
Material type: materialTypeLabelBookSeries: Effective teaching in higher education: Publisher: London ; New York : Routledge, 2008Copyright date: ©2008Description: xiv, 158 pages : illustrations ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780415397810 (paperback).Subject(s): Educational tests and measurements | College teaching | College students -- Rating of | Feedback (Psychology) | Education, HigherDDC classification: 378.166
Contents:
Introduction -- Principles of formative assessment and formative feedback -- Student learning environment -- Using formative assessment and formative feedback in learning and teaching -- Formative assessment and feedback techniques -- Making use of ICTs in formative assessment and formative feedback -- Benefits of formative feedback for academic staff -- Case studies -- Summary and recommendations.
Summary: This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: enables self-assessment and reflection in learning, encourages teacher-student dialogue, helps clarify what is good performance, provides students with quality information to help improve their learning, encourages motivation and self-confidence in students, and aids the teacher in shaping teaching. Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 378.166 (Browse shelf(Opens below)) 1 Available 00162381
Total holds: 0

Enhanced descriptions from Syndetics:

This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential.

This book promotes student learning through formative assessment and feedback, which:

enables self-assessment and reflection in learning encourages teacher-student dialogue helps clarify what is good performance provides students with quality information to help improve their learning encourages motivation and self-confidence in students aids the teacher in shaping teaching

Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.

Includes bibliographical references (pages 140-149) and index.

Introduction -- Principles of formative assessment and formative feedback -- Student learning environment -- Using formative assessment and formative feedback in learning and teaching -- Formative assessment and feedback techniques -- Making use of ICTs in formative assessment and formative feedback -- Benefits of formative feedback for academic staff -- Case studies -- Summary and recommendations.

This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: enables self-assessment and reflection in learning, encourages teacher-student dialogue, helps clarify what is good performance, provides students with quality information to help improve their learning, encourages motivation and self-confidence in students, and aids the teacher in shaping teaching. Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.

Table of contents provided by Syndetics

  • Chapter 1 Introductionnbsp
  • Chapter 2 Student Learning Environmentnbsp
  • Chapter 3 Principles of Formative Assessment and Feedbacknbsp
  • Chapter 4 Using Formative Assessment and Formative Feedback in Learning and Teachingnbsp
  • Chapter 5 Formative Feedback and Reflective Learningnbsp
  • Chapter 6 Types of Formative Assessment and Feedbacknbsp
  • Chapter 7 Making use of ICTs for Formative Feedbacknbsp
  • Chapter 8 nbsp;Benefits of Formative Feedback for Academic Staffnbsp
  • Chapter 9 Conclusions

Author notes provided by Syndetics

Alastair Irons is Associate Dean in the School of Computing, Engineering and Information Sciences at Northumbria University.