Rethinking Assessment in Higher Education ― Learning for the Longer Term

Noting that assessment practices in higher education has a major influence on student learning because it directs attention to what is considered important, acts as an incentive for study, and acts to build or undermine student confidence in learning ability, Boud (adult education, U. of Technology, Australia) and Falchikov (U. of Edinburgh, UK) are particularly concerned that assessment is not structured to provide a firm foundation for life-long learning among students. They present 14 chapters that analyze assessment according to number of key themes: the link between assessment and teaching and learning, the role of assessment for classification, the contradictions that occur in assessment today, the operation of feedback in assessment processes, the place of self- and peer-assessment, and the link between assessment and emotions. Annotation c2007 Book News, Inc., Portland, OR (booknews.com)

David Boud is Professor of Adult Education in the Faculty of Education, University of Technology, Sydney. He has been Foundation Director of the Professional Development Centre, University of New South Wales and President of the Higher Education Research and Development Society of Australasia. He has written widely on teaching, learning and assessment in higher and professional education and workplace learning.

Nancy Falchikov is a psychologist by training and uses her discipline to help improve teaching and learning. She has taught in higher education for many years, and has conducted research into student involvement in assessment and peer learning. She has written widely on these subjects and is author of two books, Learning Together: Peer Tutoring in Higher Education and Improving Assessment through Student Involvement, both published by RoutledgeFalmer. She is presently a Research Fellow at the University of Edinburgh and Honorary Associate in the Faculty of Education at the University of Technology, Sydney.