The lecturer's toolkit : a practical guide to assessment, learning and teaching / Phil Race.

Includes bibliographical references (pages 278-281) and index.

1 How students really learn -- Intended outcomes of this chapter -- Never mind the teaching – feel the learning! -- Factors underpinning successful learning – an evidence-based approach, using the language of learners themselves -- Developing students’ competences -- Positioning the goalposts – designing and using learning outcomes -- Conclusions about learning -- 2 Designing assessment and feedback to enhance learning -- Intended outcomes of this chapter -- Pros and cons of sixteen assessment processes -- 1 Traditional unseen, time-constrained written exams -- 2 Open-book exams -- 3 Open-notes exams -- 4 Structured exams: for example multiple-choice questions -- 5 Essays: in exams and in coursework -- 6 Reviews and annotated bibliographies -- 7 Reports -- 8 Practical work -- 9 Portfolios and e-portfolios -- 10 Presentations -- 11 Vivas – oral exams -- 12 Student projects -- 13 Poster displays and exhibitions -- 14 Dissertations and theses -- 15 Work-based learning -- 16 Critical incident accounts -- Making formative feedback work -- Involving students in their own assessment -- Conclusions about assessment and feedback -- 3 Lectures in the digital age -- Intended outcomes of this chapter -- How important is the act of lecturing? -- If lecturing is such a bad idea, why is it still happening so widely? -- Why have lectures? -- Some things students do in lectures -- Some productive lecture processes -- Causing learning to happen in lecture contexts -- Using technologies – old and new -- Peer-observation of teaching and learning -- How can we move forward and adapt lectures to the twenty-first century? – Conclusions -- 4 Making small-group teaching work -- Intended outcomes of this chapter -- Why is small-group learning so important? -- Deciding on group size -- Ways of forming groups -- Small-group process techniques -- Leading and following -- What goes wrong in small groups? -- A closer look at tutorials -- Practical pointers for group work – Conclusions -- 5 Resource-based learning in the digital age -- Intended outcomes of this chapter -- Some terms and buzz-phrases -- What are the main components of resource-based learning materials? -- Adopt, adapt, or start from scratch? -- A strategy for designing resource-based learning materials -- A quality checklist for resource-based learning materials and processes -- Learning from computer screens -- Practical pointers on resource-based learning -- Conclusions -- 6 Looking after yourself -- Intended outcomes of this chapter -- Managing your workload -- Managing your stress levels -- Managing your appraisal -- Managing your feedback from students – Conclusions -- 7 Challenges and reflections -- Intended outcomes of this chapter -- Seven challenges facing teachers in higher education -- Getting down to writing and publishing – Conclusions -- References – Index.