Formative and Shared Assessment to Promote Global University Learning

Formative and Shared Assessment to Promote Global University Learning

Indexed In: SCOPUS
Release Date: July, 2023|Copyright: © 2023 |Pages: 262
DOI: 10.4018/978-1-6684-3537-3
ISBN13: 9781668435373|ISBN10: 1668435373|ISBN13 Softcover: 9781668435380|EISBN13: 9781668435397
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Description & Coverage
Description:

Formative and shared assessment (F&SA) implies a radical change in the way in which we understand the meaning and function of the assessment of university learning. In this sense, assessment is learning: it is not only about what the student learns but also about how the student learns. This means that any learning task involves making students aware of what and how they learn and how this learning can be used successfully in the future.

Formative and Shared Assessment to Promote Global University Learning offers an updated and comprehensive review of F&SA in university teaching from an international perspective. In this regard, this publication provides an update of the concepts and approaches to F&SA and suggests a review of the methods, techniques, and instruments of F&SA as well as the conditions of validity and reliability to garner high quality. Covering topics such as feminist pedagogies, learning-oriented tasks, and student engagement, this premier reference source is an essential resource for educational administration, libraries, educators of K-12 and higher education, pre-service teachers, government officials, researchers, and academicians.

Coverage:

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

  • Competency Development
  • Decolonial Pedagogies
  • Emotional Education
  • Feminist Pedagogies
  • Formative Assessment Experiences
  • Gamification
  • Learning-Oriented Tasks
  • Open Badges
  • Pre-Service Teacher Education
  • Shares Assessment Systems
  • Social Educators
  • Student Engagement
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Editor/Author Biographies
José Sánchez Santamaría holds a Ph.D. in Pedagogy and is an Associate Professor in Pedagogy, also serving as the Didactic Coordinator of Social Education at the University of Castilla-La-Mancha in Spain. Additionally, they work as a full-time researcher in the Research Group of Guidance, Quality, and Equity in Education. Their research interests encompass educational equity, guidance/career, educational assessment, and reflective practice. Importantly, they are dedicated to implementing evidence-informed pedagogical practices with a focus on equity.
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