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Dai Hounsell
University of Edinburgh
46Publications
19H-index
2,727Citations
Publications 46
Newest
Published on May 18, 2017
Published on May 9, 2017
Wei Zhao , Pauline Sangster3
Estimated H-index: 3
(Edin.: University of Edinburgh),
Dai Hounsell19
Estimated H-index: 19
Published on May 6, 2017
Wei Zhao , Pauline Sangster3
Estimated H-index: 3
(Edin.: University of Edinburgh),
Dai Hounsell19
Estimated H-index: 19
Published on Jan 1, 2017
Dai Hounsell19
Estimated H-index: 19
(HKU: University of Hong Kong),
Tracy X.P. Zou3
Estimated H-index: 3
(HKU: University of Hong Kong)
The focus of this chapter is on how to encourage the take-up of advances in assessment and feedback practices across and beyond one university, in ways that can bridge subject and organisational boundaries while avoiding top-down prescription and maintaining respect for scholarly autonomy. Against the wider backdrop of key issues that institutions need to grapple with in scaling up assessment renewal constructively, the chapter discusses a communities-of-practice initiative at the University of ...
Published on Jan 1, 2017
Grahame T. Bilbow2
Estimated H-index: 2
(HKU: University of Hong Kong),
Dai Hounsell19
Estimated H-index: 19
(Edin.: University of Edinburgh),
Tracy X.P. Zou3
Estimated H-index: 3
(HKU: University of Hong Kong)
Contemporary research-intensive universities need not only to maintain but also to enhance the quality of their teaching and learning. Diverse strategies are used to raise the quality of teaching and learning, and these typically respond to both institutional and disciplinary cultures. However, there is sometimes a failure to effectively integrate quality enhancement initiatives at the individual (micro) level, the intermediate (meso) level, and the institutional (macro) level within institution...
Published on Apr 24, 2014
Dai Hounsell19
Estimated H-index: 19
Published on Jan 1, 2014
Carolin Kreber23
Estimated H-index: 23
,
Charles Anderson11
Estimated H-index: 11
+ 2 AuthorsDai Hounsell19
Estimated H-index: 19
This book uses theory and empirical research to explore changing perspectives and innovations in assessment. Our understanding of the purposes of assessment and the nature of assessment practices in higher education has changed markedly over the past 40 years. These changes are a response not only to recent developments in our understanding of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book collects new perspectives on asse...
Published on Jan 1, 2013
Dai Hounsell19
Estimated H-index: 19
,
Susan Rigby11
Estimated H-index: 11
Within the growing literature on management and leadership in higher education the topic of strategic change in the area of student assessment and feedback has hitherto been the focus of little attention. This paper is a contribution to remedying that gap. First, it reviews the distinctive challenges that assessment and feedback poses because practices and procedures (which must accommodate disciplinary needs and purposes) are, to a significant extent, devolved to departments and schools. Second...
Published on Jan 1, 2009
Dai Hounsell19
Estimated H-index: 19
(Edin.: University of Edinburgh),
Charles Anderson11
Estimated H-index: 11
(Edin.: University of Edinburgh)
A question can be asked of every sector or level of education which seems both straightforward yet fundamental: what is it that the students learn as a result of their experiences? And in higher education, where participation is optional rather than compulsory and where there is not a set curriculum but a superabundance of subject areas and course combinations that transmute in countless ways from one university to another, the question becomes a particularly salient one. A common form of respon...
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