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Assessing Learning in Higher Education

Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing appropriate models and methods, can determine the future lives and careers of students. But, as Professor Phil Race comments in his excellent and thought-provoking foreword, students entering higher education often have little idea about how exactly assessment will work, and often find that the process is very different from anything they have previously encountered.

Christa Tobler
29 June 2016

Assessing Learning in Higher Education contains innovative approaches to assessment drawn from many different cultures and disciplines. The chapter authors argue the need for changing assessment and feedback processes so that they embrace online collaboration and discussion between students as well as between ‘students’ and ‘faculty’.

The chapters demonstrate that at some points there is a need to be able to measure individual achievement, and to do this in ways that are valid, transparent, authentic – and above all fair. Assessment and feedback processes need to ensure that students are well prepared for this individual assessment, but also to take account of collaboration and interaction. The respective chapters of Assessing Learning in Higher Education all of which are complete in themselves, but with very useful links to ideas in other chapters, provide numerous illustrations of how this can be achieved. About the Editors: Professor Dr. Claus Nygaard is executive director of LiHE, and executive director of cph:learning and the Steelcase Active Learning Centre in Copenhagen. Professor John Branch is Academic Director of the part-time MBA programmes and Assistant Clinical Professor of Business Administration at the Stephen M. Ross School of Business of the University of Michigan in Ann Arbor, U.S.A, and also Faculty Associate at the University’s Center for Russian, East European, & European Studies. Professor Dr. Paul Bartholomew is Director of Learning Innovation and Professional Practice at Aston University, Birmingham, England.

Article: Christa Tobler, ‘Introducing Visualisation Into the Assessment of Learning in Legal Studies’, in: Paul Bartholomew, John Branch, Claus Nygaard (eds), Assessing Learning in Higher Education, The Learning in Higher Education Series, Faringdon: Libri Publishing 2016, 59-86.

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