A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever.The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today''s teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching.The book provides advice on a wide range of topics including:* assessing to promote particular kinds of learning outcomes* using meaningful assessment techniques to assess large groups* the implications of flexible learning on timing and pacing of assessment* the pros and cons of online assessment* tackling Web plagiarism and the authentication of student work* mentoring assessment standards* assessing generic skills and quality assurance.

A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever.The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today''s teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching.The book provides advice on a wide range of topics including:* assessing to promote particular kinds of learning outcomes* using meaningful assessment techniques to assess large groups* the implications of flexible learning on timing and pacing of assessment* the pros and cons of online assessment* tackling Web plagiarism and the authentication of student work* mentoring assessment standards* assessing generic skills and quality assurance.

Advice about how to achieve a PhD usually falls short of relevance because the ways of creating and reporting knowledge differ dramatically from one disciplinary field and specialisation to another. Yet supervisors and doctoral candidates alike know that there are certain protocols or parameters, often inexplicit in nature, that govern its achievement and that need to be mastered. This book sets out to explore the nature of these protocols and parameters, linking them to the cognate characteristics of fields of knowledge and to social conventions constraining how new knowledge is reported.

‘Disciplines and Doctorates’ provides a detailed analysis of the experience of learning to make new knowledge at the level of the research doctorate. It does so from the perspectives of both supervisors and candidates across a range of disciplines in different university settings. It draws principally upon a very large-scale, empirical investigation at a number of Australian universities. It also provides a comparative account of doctoral study in different national systems.

A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever.The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today''s teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching.The book provides advice on a wide range of topics including:* assessing to promote particular kinds of learning outcomes* using meaningful assessment techniques to assess large groups* the implications of flexible learning on timing and pacing of assessment* the pros and cons of online assessment* tackling Web plagiarism and the authentication of student work* mentoring assessment standards* assessing generic skills and quality assurance.

A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever.The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today''s teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching.The book provides advice on a wide range of topics including:* assessing to promote particular kinds of learning outcomes* using meaningful assessment techniques to assess large groups* the implications of flexible learning on timing and pacing of assessment* the pros and cons of online assessment* tackling Web plagiarism and the authentication of student work* mentoring assessment standards* assessing generic skills and quality assurance.

Advice about how to achieve a PhD usually falls short of relevance because the ways of creating and reporting knowledge differ dramatically from one disciplinary field and specialisation to another. Yet supervisors and doctoral candidates alike know that there are certain protocols or parameters, often inexplicit in nature, that govern its achievement and that need to be mastered. This book sets out to explore the nature of these protocols and parameters, linking them to the cognate characteristics of fields of knowledge and to social conventions constraining how new knowledge is reported.

‘Disciplines and Doctorates’ provides a detailed analysis of the experience of learning to make new knowledge at the level of the research doctorate. It does so from the perspectives of both supervisors and candidates across a range of disciplines in different university settings. It draws principally upon a very large-scale, empirical investigation at a number of Australian universities. It also provides a comparative account of doctoral study in different national systems.