This innovative book offers a new approach to assessment in which learners can follow their own learning journey using cumulative feedback or measurements of distance travelled from different starting points. Education currently mirrors the values and practices of a highly competitive world with testing, grading and monitoring of standards becoming its driving forces. Competition may stimulate high achievers, but may also demotivate or even damage the rest. Ipsative feedback (on progress) and personal learning gain measurements are often hidden. A range of global case studies from school and higher education illustrate four themes: the benefits of ipsative feedback, making good use of learning gain measurement, the challenges of implementing these novel practices and how to combine new approaches with traditional assessment methods. Exploring the difficulties of turning the tables on hierarchies based on achievement and whether it is fair to elevate progress, this book will be the start of conversations about a future that is not obsessed with testing and grades.

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets.

Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has been inevitably changed due to the COVID-19 pandemic, and now more than ever we need learners to be self-directed in their learning. Assessment plays a key role in learning and, therefore, we have to identify innovative ways in which learning can be assessed, and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as providing new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery.

Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective provides discussions on the work of three editors who have significant experience in the quality assurance of teaching and learning and have been developing approaches during the recent COVID-19 pandemic. Discussions on learning and teaching during the pandemic were concentrated on how academic institutions ensure quality of courses, and that academic integrity is maintained in all assessments in a digital environment, thus ensuring what is being delivered meets global standards and professional bodies have confidence in programs delivered by the higher education sector. The area of quality assurance and academic integrity is thus critical in this new digital environment where significant educational programs will be delivered. Provides updates on what university administrators are doing to face challenges on how to maintain the quality of their programs during digital learning Addresses concerns on the quality of their programs and academic integrity is maintained at all times Proposes new practices and innovative approaches to bring to the attention of stakeholders in a central depository so that there can be informed approaches in institutions and in the set up of regulatory practices

Assessment for Learning (AfL) has become an established idea within higher education, based on the evidence that assessment is one of the most powerful drivers of student learning and thus can be harnessed as a means to improve learning. Assessment for Social Justice looks at assessment in higher education through the lens of critical pedagogy and social justice, and offers new insights to both fields of enquiry. The starting premise, adopted from AfL, is that the way in which we form and practice assessment can and should influence the social justice outcomes of higher education. Looking at a number of different theories of social justice, Jan McArthur explores how alternative theories provide the foundations for different types of assessment practice. The theories explored include the works of John Rawls, Theodor Adorno, Amartya Sen, Martha Nussbaum, Nancy Fraser and Axel Honneth. McArthur then explores different examples of assessment and how these embody, or constrain, alternative theories of social justice. She provides a theoretically rigorous understanding of assessment as a social practice, and as a vehicle both for and against social justice. Assessment for social justice is explored in two complementary ways - the justice of assessment within higher education, and assessments that promote greater social justice - and in doing so this book contributes to ongoing debates about the nature and purposes of higher education.

Packed full of practical tips to use in the classroom, case studies to provide theoretical grounding and ideas to improve inclusion, Teaching Adult Learners with Dyslexia and English as an Additional Language covers all the key areas necessary to ensure inclusive and effective teaching practice in higher and further education settings. This book provides a coherent framework for those looking to develop their knowledge and skills in this challenging area and explores key areas such as: teaching and learning strategies, differentiation, assessment, feedback and supporting students using technology. It provides a unique insight into how to develop a thorough understanding of the needs of learners and the principles and practices of how to meet those needs within a classroom setting. This is an essential introductory book for anyone working or training to work in either Further or Higher Education and who wishes to develop knowledge and skills in the challenging area of supporting and teaching adult EAL learners with learning differences.