Enhancing Teaching and Learning Through Assessment: Deriving by Steve Frankland

By Steve Frankland

Overview is the way of life of a instructor; designing plans, environment questions, giving suggestions and grading are all actions that lecturers adopt frequently. This e-book presents a pragmatic advisor at the potent use of review. It contains using evaluation instruments and pedagogical layout that aid scholars deepen their studying. significant matters on review and a few first-class examples are awarded as an invaluable source to school lecturers in bettering educating and scholars' studying.

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Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model, 16–23. © 2007 Springer. Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance their Writing Development during Tertiary Studies 1. , 2000; and Eisenchlas & Trevaskes, 2003). , 1998; Briguglio, 1998 & 2000; Radloff 1998; Zadnik, de la Harpe and Radloff, 1998; and Jones, 1999. htm); the Common European Framework of Reference for Languages (Council of Europe, 2001); and the Curtin University Test of English (CUTE).

The issues to be addressed in this paper focus on four major issues: a. What do staff members perceive to be the philosophy underpinning assessment? b. What is their major concern in designing assessment tasks? c. How useful is the SOLO Taxonomy? d. What areas need improvement? Altogether, 14 out of the 15 (93%) staff members who taught content subjects to which the SOLO taxonomy was applied were interviewed. Five Instructors were also interviewed but they taught only proficiency subjects so they had not used the SOLO taxonomy.

Finally, thanks go to the colleagues of the English Department of the Hong Kong Polytechnic University who have agreed to be interviewed for this project. References Biggs, J. (1999a). Teaching for quality learning in university. Society for Research into Higher Education and Open University Press. Biggs, J. (1999b). What the Student Does: teaching for enhanced learning. Higher Education Research & Development 18, (1), 57-75. Biggs, J. (2002). Assessment: Where Did We Go Wrong? Assessment Update 14, (4), 6-15.

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