A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessment that develop the critical skills of its students. Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice design from a range of disciplines, this book demystifies the concept of evaluative judgement and shows how it might be integrated and encouraged in a range of pedagogical contexts. Contributors develop various understandings of this often poorly understood concept and draw on their experience to showcase a toolbox of strategies including peer learning, self-regulated learning, self-assessment and the use of technologies. A key text for those working with students in the higher education system, Developing Evaluative Judgement in Higher Education will give readers the knowledge and confidence required to promote these much-needed skills when working with individual students and groups.

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. 　 Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

Defending Assessment Security in a Digital World explores the phenomenon of e-cheating and identifies ways to bolster assessment to ensure that it is secured against threats posed by technology. Taking a multi-disciplinary approach, the book develops the concept of assessment security through research from cybersecurity, game studies, artificial intelligence and surveillance studies. Throughout, there is a rigorous examination of the ways people cheat in different contexts, and the effectiveness of different approaches at stopping cheating. This evidence informs the development of standards and metrics for assessment security, and ways that assessment design can help address e-cheating. Its new concept of assessment security both complements and challenges traditional notions of academic integrity. By focusing on proactive, principles-based approaches, the book equips educators, technologists and policymakers to address both current e-cheating as well as future threats.