Both educators and their students are involved in the process of assessment – all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students’ participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations’ effectiveness in terms of satisfaction, perceived learning, or performance improvements.

Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Assessment Design
Brain-Compatible Classrooms
Comparative Judgement
Competency-Based Assessment
E-Assessment
Peer Assessment
Project-Based Learning
Self-Regulated Learning
Serious Games
Student Involvement
Teacher Self-Assessment

Reviews & Statements

This volume compiles 20 articles outlining theoretical, practical, and research-based practices for higher education assessment and measurement in local and international contexts. Contributors working in education and other areas in Europe, the Middle East, Australia, and the US address assessment theories related to feedback, e-assessment, competency-based and brain-compatible assessment, involving students in the process, and comparative judgment; research-based aspects related to student understanding, teacher self-assessment, formative feedback, self-direction, student participation in evaluation processes, online peer assessment, and the use of serious games; and specific practices, such as design, the evaluation of competencies in a psychology course, learner-centered assessment in professional development programs, evaluating non-cognitive domains, authentic assessment, and project-based learning.

– ProtoView Reviews

This volume in the Advances in Higher Education & Professional Development (AHEPD) book series helps to illustrate a number of challenges and innovations in contemporary higher education assessment practices. With its unique global perspective, the book manages a lively discussion around the relevance of student assessment and the timely need to adapt and improve the many assessment processes in place. [...] End pages compile each chapter’s references, offer brief contributor biographies, and include an index. Other volumes in this series cover topics such as adult education, coaching and mentoring, and governance in higher education. Recommended to educators, policy-makers, and students.

– American Reference Books Annual

This resource, filled with illustrations, should be readily available in libraries for institutions of higher education that are working on self-study and self-assessment. There is much here to aid teachers in honing their attention to assessment excellence as part of the pedagogical task.

– Lisa Withrow, Methodist Theological School in Ohio, Journal of Reflective Teaching

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Editor/Author Biographies

Elena Cano is currently associate professor at the Department. Department of Didactics and Educational Organization. She has two Bachelors in Educational Sciences and in Economics and Business Administration and PhD in Philosophy and Education. PhD Extraordinary Award of the University of Barcelona 1995-1996. She teaches courses in different bachelos and master studies of Pedagogy and Teacher Training, basically on school organization and educational assessment subjects.

She belongs to LMI (research consolidated group with a government's recognition) and she mainly researches on assessment and feedback in higher education. She has coordinated two R & D projects on competencies' assessment. Some publications on this topic are: Evaluación por competencias en educación superior (2015, La Muralla); Regulating the Writing Process in the Teacher Training Practicum Guided by Feedback at the University of Barcelona (2015, Cambridge Journal of Education, DOI: 10.1080/0305764X.2015.1011083); La evaluación formativa de competencias a través de blogs. La experiencia de seis universidades catalanas (2013, Digital Education Review Journal); Assessment Practices at Spanish Universities: From a Learning to a Competencies Approach (2011, Evaluation & Research in Education Journal).

Georgeta Ion is currently an associate professor in the Department of Applied Pedagogy of the Universitat Autònoma de Barcelona. She has a Bachelor in Psychology and Educational Sciences by the University of Bucharest, a Master’s Degree in Management and Evaluation in Education by the University of Bucharest and from 2007, and a PhD in Educational Sciences by the University of Barcelona with a thesis entitled: “Organisational culture and leadership. An ethnographic study”. Her research topics are related to the study of the higher education, especially its organization and research management and the students' assessment in higher education. She also collaborates with Spanish and international research groups in topics related to the research-based education and evidence-based decision making in education. The most recent publications are: Competency Assessment Tool (CAT): The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education. Technology, Pedagogy and Education (DOI: 10.1080/1475939X.2015.1134635); Does Research Influence Educational Policy? The Perspective of Researchers and Policy- Makers in Romania (2015, The European Higher Education Area: Between Critical Reflections and Future Policies, Springer).

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