Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative holistic solutions to our present-day societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect on facts, and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society and the changing needs of a new generation of professionals.
Just as teaching and learning are ready for change, so is assessment. In this book, the authors call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs.
With this handbook, the authors give this change a kick-start by showing 20 examples of pioneers in the assessment of student work. Peer- and self-assessment, comparative judgement, failure as a learning tool are just three examples of the assessment formats shared in this volume by lecturers. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.