Assessment for Learning in Higher Education

Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism?

“…Educators need to embed academic skills in lectures and tutorials and provide feedback on student progress measured through effective assessment (Sambell et al 2013). Clear assessment requirements and use of rubrics indicate the importance and differences to grades for the various levels of academic skills (Atkinson & Lim, 2013) providing students with a reason to develop their skills.…”

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

“…As a consequence there have been considerable attempts to reshape the assessment and feedback landscape both from a theoretical and practical perspective. This has led to a greater emphasis upon formative, assessment for learning (Sambell et al 2013) and learning-oriented assessment (Carless 2015). However, in order to change and enhance current assessment practices, more needs to be known about the ways in which academics understand assessment and the relationship between their thinking and their assessment practices, but such research is still rare.…”

Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova

“…When it happened, the answers reported: sharing assessment criteria with students, intermediate assessments during the course, self-assessment procedures and peerassessment practices. In agreement with recent literature about assessment, these are all components of a new assessment culture (Dochy et al, 1999;Kearney, 2013;Topping, 2003), in which assessment is considered as a tool for learning and as an opportunity for students to become responsible for their learning itself (Sambell et al, 2013).…”