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Learning, Teaching and Assessing in Higher Education

Learning, Teaching and Assessing in Higher Education
Developing Reflective Practice

Edited by:

July 2007 | 176 pages | Learning Matters
This is an up to date guide to teaching and learning in higher education, addressing issues raised by the Professional Standards Framework. It encourages the development of thoughtful, reflective teaching practitioners in higher education, and is useful for the review of existing courses. The authors and editors acknowledge the distinctive nature of teaching in higher education, explore a variety of creative and innovatory approaches, and promote reflective, inquiry-based and evaluatory approaches to teaching. The book supports the professional development of staff involved in teaching, supporting and assessing students.
Learning about learning or learning to learn (L2L)
Supporting students’ critical reflection on practice
Problem-based learning in higher education
Action learning and inquiry methods on postgraduate course for professional practitioners
Who do they think they are? Students’ perception of themselves as learners
Moving from dependence to independence: the application of e-learning in higher education
Beyond e-learning: can intelligent agents really support learners
Using assessment to promote quality learning in higher education
Formative assessment of the practice-based element of degree work
Building on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree different
Combining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerism
Supporting students with disabilities in higher education
The development of reflective practice in higher education: a theoretical perspective

"A very helpful text with a focus on contemporary issues in the field" (Curriculum Development Advisor, Staffordshire University)

I would recommend this book to anyone who works in learning and teaching in higher education. It is particularly beneficial for those who are working to achieve fellowship at Advance HE. as the book consistently refers to The UK Professional Standards Framework. This comprehensive resource is packed with extensive research, making it invaluable for individuals pursing the post graduate certificate. It offers a wealth of tried and tested methods and case-studies, enhancing its practicality and applicability

Ms Charlotte Bone
Nursing, BPP University (Waterloo Campus)
November 5, 2023

Whilst the presentation is not `friendly` some useful text

Nita Muir
Nursing and Midwifery (Brighton), Brighton University
May 12, 2016

A vey good book to read as to the content of teaching and assessment in higher education. A good writing, indeed

Dr George Varvatsoulias
Counselling, Newham College of Further Education
April 25, 2015

Good for the teaching staff to understand the processes of assessing in the HE sector.
Easy to identify areas for improvement and good advice and guidance for lecturing staff

Miss Sarah Bishop
Public Services, South Gloucestershire and Stroud College
April 10, 2015

I found this book full of extremely useful information and well worth recommending to students undertaking PGcertHE

Mrs Beryl Cooledge
School of Healthcare Sciences, Bangor University
March 30, 2015

Recommended reading for the module identified

Mr Ian Mackay
Dept of Health,Wellbeing & the family, Canterbury Christ Church University
June 5, 2014

Not appropriate for the level of students that I am involved with at the current time. However, recommended to colleagues.

Mrs Audrey Gregory
School of Medicine, Dundee University
May 17, 2013

Very useful for my students who are revisiting reflection for themselves, as they start to teach its importance to others

Miss Claire Walsh
Nursing and Midwifery, Sheffield Hallam University
April 26, 2013

Anne Campbell

Anne Campbell is Professor of Education and Head of the Graduate School at Liverpool Hope University. She has researched mainly in the areas of practitioner research and teacher development. She is interested in developing teaching and learning strategies and professional development in schools and higher education. More About Author

Lin Norton

Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience. More About Author