Excellence in University Assessment

David Carless is Professor of Educational Assessment and Associate Dean (Learning and Teaching) in the Faculty of Education, University of Hong Kong.

"Overall, the book theoretically contributes to our understanding of the learning aspects of assessment that help resolve competing priorities of assessment. The discussion of learning-oriented assessment in contexts and from student and teacher perspectives as well as its presentation in a manner of ‘‘coherent scholarship’’ (Carless 2015) enhances the quality of the book...Carless’s book definitely encourages academies in higher education that believe in the role of assessment in supporting learning but do not know how to realize such a role for assessment in classrooms."- Ying Zhan, Guangdong University of Foreign Studies, Higher Education"This book is an authoritative voice on assessment. David Carless explores all aspects of assessment, from specific design methods to reduce the likelihood of plagiarism to an exploration of the psychological impact of marks on students' sense of self. This is an interesting book, with one of its significant strengths being the wide reference to a plethora of different research" - Sally Burr, University of Sussex, Educational Developments"It is important to have a high-profile book on assessment, as assessment has been relatively overlooked in comparison to learning and teaching. This book emphasizes the importance of integrating assessment as a central element within learning and teaching." - Maddalena Taras, University of Sunderland, London Review of Education

• Section A: Learning and AssessmentIntroduction: Setting the scene Chapter 1: Competing priorities in assessmentChapter 2: Researching learning-oriented assessment Section B: Designing and implementing assessment tasksChapter 3: Promoting student engagement with assessment tasksChapter 4: Assessment task design in History Chapter 5: Learning-oriented assessment in LawChapter 6: Group assessment and participation in Geology and BusinessSection C: Engaging with quality criteria Chapter 7: Promoting student engagement with qualityChapter 8: Engaging with criteria in History and GeologyChapter 9: Critical reviews in ArchitectureSection D: Reconceptualising feedback and ways forwardChapter 10: Promoting student engagement with feedbackChapter 11: Feedback processes in the casesChapter 12: Conclusions and ways forward for learning-oriented assessment References Author IndexSubject Index