How can practice reshape assessment?

Assessment, Learning and Judgement in Higher Education

Volumn , Issue , 2009, Pages 29-43

  Boud, David ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 82855179617     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4020-8905-3_3     Document Type: Chapter

References (17)

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
2. Boud, D. (1995). Enhancing learning through self assessment. London: Kogan Page.
3. Boud, D. (2006, July). Relocating reflection in the context of practice: Rehabilitation or rejection? Keynote address presented at Professional Lifelong Learning: Beyond Reflective Practice, a conference held at Trinity and All Saints College. Leeds: Institute for Lifelong Learning, University of Leeds. Retrieved 20 October, 2007, from http://www.leeds.ac.uk/educol/documents/155666. pdf
4. Boud, D. (2007). Reframing assessment as if learning was important. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 14-25) London: Routledge.
5. Boud, D., & Falchikov, N. (2006). Aligning assessment with long term learning. Assessment and Evaluation in Higher Education, 31(4), 399-413.
6. Boud, D., & Falchikov, N. (2007). Developing assessment for informing judgement. In Boud, D. and Falchikov, N. (Eds) Rethinking Assessment in Higher Education: Learning for the Longer Term (pp. 181-197). London: Routledge.
7. Gibbs, G. (2006). How assessment frames student learning. In K. Clegg & C. Bryan (Eds.), Innovative Assessment in Higher Education. London: Routledge.
8. Hager, P., & Butler, J. (1996). Two models of educational assessment. Assessment and Evaluation in Higher Education, 21(4), 367-378. (Pubitemid 126149017)
9. Knight, P. (2007). Grading, classifying and future learning. In D. Boud & N. Falchikov (Eds.), Rethinking Assessment in higher education: Learning for the longer term (pp. 72-86) London: Routledge.
10. Kvale, S. (2008).Aworkplace perspective on school assessment, In A. Havnes&L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 197-208) New York: Routledge.
11. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
12. Nicol, D. J., & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
13. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
14. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84.
15. Schatzki, T. R. (2001). Introduction: Practice theory. In T. Schatzki, K. Knorr Cetina, & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 1-14). London: Routledge.
16. Schwandt, T. (2005). On modelling our understanding of the practice fields. Pedagogy, Culture & Society, 13(3), 313-332. (Pubitemid 43012472)
17. Tanggaard, L., & Elmholdt, C. (2008). Assessment in practice: An inspiration from apprenticeship. Scandinavian Journal of Educational Research, 52(1), 97-116.