By Mien Segers, F. Dochy, E. Cascallar
This can be an important publication for all these keen on the sector of evaluate. It addresses appropriate and well timed conceptual and functional concerns from a study point of view and, in accordance with study effects, truly offers options to sensible purposes on the leading edge of the rising region of latest modes of evaluate. In a transparent and rigorous demeanour, the authors discover new equipment and learn a number of the caliber elements of leading edge methods.
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Additional info for Optimising New Modes of Assessment: In Search of Qualities and Standards (Innovation and Change in Professional Education)
Improving learning. New perspectives. London: Kogan page. Ryan, R. , Connell J. , & Deci, E. L. (1985). A motivational analysis of selfdetermination and self-regulation in education. In C. Ames & R. ), Research on motivation in education: Vol2. The Classroom milieu. New York: Academic Press. 54 Sarah Gielen, Filip Dochy & Sabine Dierick Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5 (1), 77-85. , & Brown, S. (1997).
Self-assessment operates in many different curriculum areas or subjects. The products, outputs or performances assessed can vary - writing, portfolios, oral and/or audio-visual presentations, test performances, other skilled behaviours, or combinations of these. Where skilled behaviours in professional practice are self-assessed, this might occur via retrospective recollection or by post hoc analysis of video recordings. The self-assessment can be summative (judging a final product or performance to be correct/incorrect or pass/fail, or assigning some quantitative mark or grade) and/or (more usually) formative (involving detailed qualitative assessment of better and worse aspects, with implications for making specific onward improvements).
Falchikov (1995, 2001) noted that "sleeper" (delayed) effects are possible. 3 Social Demands Any group can suffer from negative social processes, such as social loafing, free rider effects, diffusion of responsibility, and interaction disabilities (Cohen, 1982; Salomon & Globerson, 1989). Social processes might influence and contaminate the reliability and validity of peer assessments (Byard, 1989; Falchikov, 1995; Pond, Ul-Haq, & Wade, 1995). Falchikov (2001) explores questions of role ambiguity, dissonance and conflict in relation to authority and status issues and attribution theory.