Assessment and Evaluation in Higher Education 2004: Vol 29 Table of Contents PDF
Preview Assessment and Evaluation in Higher Education 2004: Vol 29 Table of Contents
Assessment & Evaluation in Higher Education Contents and Author Index, Volume 29, 2004 Editor PROFESSOR WILLIAM SCOTT, Department of Education, University of Bath International Editorial Board PROFESSOR TRUDY W. BANTA, Vice Chancellor for Planning and Institutional Improvement, Indiana University Purdue University Indianapolis PROFESSOR DAVID BouD, University of Technology, Sydney PROFESSOR JANET G. DONALD, Centre for University Teaching & Learning, McGill University PROFESSOR PETER J. GRAY, United States Naval Academy, Annapolis, USA PROFESSOR CEDRIC HALL, School of Education, Victoria University of Wellington, New Zealand PROFESSOR JOHN HEYwoopD, Department of Education, Trinity College, Dublin PROFESSOR DAVID KEMBER, Chinese University of Hong Kong DR SUSAN MarRTIN, University of Bath PROFESSOR CLARE Morris, University of Gloucestershire PROFESSOR D. RoycE SADLER, Griffith University, Brisbane PROFESSOR BRENDA SMITH, Generic Centre, Learning & Teaching Support Network, York PROFESSOR LORRAINE STEFANI, University of Auckland, New Zealand DR BARBARA D. WRIGHT, Eastern Connecticut State University, USA Editorial Assistant Dawn Abercromby, Department of Education, University of Bath 2004 Taylor & Francis Ltd VOLUME 29 NUMBER 1 FEBRUARY 2004 CONTENTS Academic procrastination and statistics anxiety Anthony J. Onwuegbuzie Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme John Klapper and Jonathan Rees Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers Moti Frank and Abigail Barzilai Enhancing student performance through cooperative learning in physical sciences Madan L. Gupta Gender, student perceptions, institutional commitments and academic dishonesty: who reports in academic dishonesty cases? Christopher A. Simon, Jim R. Carr, Sesi M. McCullough, Sally J. Morgan, Ted Oleson and Maggie Ressel Web-based student evaluations of professors: the relations between perceived quality, easiness and sexiness James Felton, John Mitchell and Michael Stinson Professional education as co-inquiry: an evaluation of the learning approach to developing the role of Connexions Personal Adviser Billie Oliver Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum Catherine Krantz-Girod, Raphaél Bonvin, Jacques Lanares, Ségoleine Cuénot, Francois Feihl, Fred Bosman and Bernard Waeber VOLUME 29 NUMBER 2 APRIL 2004 SPECIAL ISSUE: Learning Communities and Assessment Cultures Conference Guest Editor: Liz McDowell CONTENTS Editorial The assignment that triggered change: assessment and the relational learning model for generic capabilities Sylvia Lauretta Edwards and Christine Susan Bruce Examination and learning: an activity-theoretical analysis of the relationship between assessment and educational practice Anton Havnes The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context Wouter Schelfhout, Filip Dochy and Steven Janssens Case study: innovative assessment and curriculum redesign Michael R. Nieweg Developing competent e-learners: the role of assessment Janet Macdonald Digital portfolios: fact or fashion? Helen Woodward and Phil Nanlohy Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites Olga Dysthe and Knut Steinar Engelsen VOLUME 29 NUMBER 3_ JUNE 2004 CONTENTS Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics’ conceptions of grade descriptors Kelvin H. K. Tan and Michael Prosser Scholarship neglected? How levels are assigned for units of study in Australian undergraduate courses Christopher K. Morgan, Geoff K. Watson, David W. Roberts, Anthony D. McKenzie and Kerry W. Cochrane A framework for evaluating the doctoral curriculum Rob Gilbert How convincing is alternative assessment for use in higher education? Effie Maclellan Student and teacher experiences of assessing different levels of understanding Angela Lundberg Independent inquiry and the undergraduate dissertation: perceptions and experiences of final-year social science students Malcolm Todd, Phil Bannister and Sue Clegg The strategic evaluation of regional development in higher education Juha Kettunen The benefits of students learning about critical evaluation rather than being summatively judged Karen Smyth VOLUME 29 NUMBER 4 AUGUST 2004 CONTENTS Special Issue: Studies Involving the Student Assessment and Classification Working Group (SACWG) Guest Editor: Mantz Yorke Editorial Mantz Yorke Self-help in research and development relating to assessment: a case study Mantz Yorke with Greg Barnett, Peter Evanson, Chris Haines, Don Jenkins, Peter Knight, Dave Scurry, Marie Stowell and Harvey Woolf Some effects of the award algorithm on honours degree classifications in UK higher education Mantz Yorke, Greg Barnett, Peter Evanson, Chris Haines, Don Jenkins, Peter Knight, Dave Scurry, Marie Stowell and Harvey Woolf Should classification of the UK honours degree have a future? Lewis Elton A fresh perspective on progress files—a way of representing complex learning and achievement in higher education Norman Jackson and Rob Ward What is happening when we assess, and how can we use our understanding of this to improve assessment? David Baume and Mantz Yorke with Martin Coffey Assessment criteria: reflections on current practices Harvey Woolf Equity, justice and standards: assessment decision making in higher education Marie Stowell VOLUME 29 NUMBER5 OCTOBER 2004 CONTENTS What makes a good educator? The relevance of meta programmes Nigel Brown Acquiescence as differential person functioning George A. Johanson and Cynthia J. Osborn Assessing student exposure to and use of computer technologies through an examination of course syllabuses Michael B. Madson, Timothy P. Melchert and Joan L. Whipp Transferable skills for online peer learning J. McLuckie and K. J. Topping Multiple choice and true/false tests: reliability measures and some implications of negative marking Richard F. Burton Program assessment and program improvement: closing the loop Neelam Soundarajan Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations Curt J. Dommeyer, Paul Baum, Robert W. Hanna and Kenneth S. Chapman Undergraduate project work: can directed tutor support enhance skills development? Paul Orsmond, Stephen Merry and Kevin Reiling Book review VOLUME 29 NUMBER6 DECEMBER 2004 CONTENTS Does student self-assessment empower or discipline students? Kelvin H. K. Tan Student perceptions of student perception of module questionnaires: questionnaire completion as problem solving S. Ian Robertson Students as partners in evaluation: student and teacher perspectives Anna Giles, Sylvia C. Martin, Deborah Bryce and Graham D. Hendry Using assessment criteria as learning criteria: a case study in psychology Lin Norton Using assessment to support higher level learning: the multiple choice item development assignment Martin R. Fellenz Understanding the rules of the game: marking peer assessment as a medium for developing students’ conceptions of assessment Sue Bloxham and Amanda West Accreditation, standards and diversity: an analysis of EQUIS accreditation reports Tine S. Proitz, Bjorn Stensaker and Lee Harvey Assessing contributions to group assignments Lucy Johnston and Lynden Miles Contents and author index, Volume 29, 2004
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