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This book describes a range of examples of internal audit in higher education as part of a process of the exchange of good practice. The book recognizes well-established links with audit theory from other contexts and makes use of theoretical perspectives explored in the financial sector. The chapters are: (1) "Quality Audit Issues" (Sally Brown and Alison Holmes); (2) "Quality Audit in Higher Education: Lessons from Financial Audit" (Simon Horsman); (3) "Auditing Academic Programmes: Towards Quality Higher Education in the USA" (Steve Michael); (4) "Subject Review and the Enhancement of Quality" (Margaret Moran); (5) "Internal Audit--A Skeptic's View" (Barbara Spender); (6) "Internal Audit: Is It Worth the Effort?" (Geoffrey Alderman); (7) "Using Audit To Promote Organizational Learning" (Maire Brennan and Elizabeth Noonan); (8) "Introducing Internal Audit at Oxford Brookes University" (Judith Carroll and Marion Temple); (9) "The Themed Approach to Audit" (Alison Holmes and Sally Brown); (10) "Stories Auditors Tell" (Maxine Alterio); (11) "Programme Review for Accountability Purposes" (T. Dary Erwin); (12) "Ensuring Teaching Quality (ETQ)--Best Practice Pathways': A Focus on Departmental Practices for Good Teaching and Learning" (Owen Hicks); (13) "Internal Audit in New Zealand" (David Woodhouse); (14) "Evaluation at a German University of Applied Sciences, the TFH Berlin" (Annette Jander); (15) "Peer Approaches to Audit" (Sally Brown and Alison Holmes); (16) "Audit Your Own Teaching" (Phil Race); (17) "Using Subject Audit toward Enhancement of Teaching and Learning: A Case Study in Geography and Environmental Management" (Antony Mellor and Alison Holmes); (18) "The Formative Use of Internal Quality Audit at Staffordshire University To Improve the Quality Assurance of Distributed Learning" (Steve Outram); and (19) "Future Directions in Academic Quality Audit" (Sally Brown and Alison Holmes). (Contains 93 references.) (SLD)

This book explores the issues involved in developing standards in higher education, examining the practical issues involved in benchmarking and offering a critical analysis of the problems associated with this developmental tool. The book focuses primarily on experience in the United Kingdom (UK), but looks also at international activity in this area. The 19 essays are organized in four sections: benchmarking rationales and threshold standards; operational issues; UK perspectives on the development and use of benchmarks; and international perspectives. Titles are: "Historical and Contextual Perspectives on Benchmarking in Higher Education" (Michael Armstrong); "How Can Threshold Standards Assure and Enhance Quality?" (Sally Brown); "Benchmarking Theory--A Framework for the Business World as a Context for its Application in Higher Education" (Alex Appleby); "Benchmarks and Templates--Some Notes and Queries from a Sceptic" (Sinclair Goodlad); "Describing Higher Education--Some Conflicts and Conclusions" (Jenny Moon); "Institutional Comparisons--Reality or Illusion?" (Harvey Woolf); "Benchmarking across Subjects in an Institution" (J.P. Margham and S. Jackson); "The Business Approach to Benchmarking--An Exploration of the Issues as a Background for Its Use in Higher Education" (David Yarrow); "UK Experiences in the Development of Benchmarking and Threshold Standards" (Ian Haines); "Benchmarking in Law" (John Bell); "Collaborative Accreditation--Benchmarking in a Professional and Academic Partnership To Recognize Programmes of Continuing Professional Development: A Case Study" (Sally Gosling); "Benchmarking, Assessment, and the Multidisciplinary Curriculum" (Rebecca Johnson); "Towards Multidisciplinary Benchmarking" (Stuart Billingham); "International Benchmarking--Fact or Fantasy?" (Helen Smith); "The United States' Perspective on, and Experiences of, Performance Indicators and Threshold Standards--How Is Quality Determined?" (T. Dary Erwin); "Assuring Standards in New Zealand's Universities" (David Woodhouse); "Benchmarks and Threshold Standards--A New Zealand Polytechnic's Perspective on the Approach" (Nick Zepke, Guyon Neutze, and Linda Leach); "Approaches to Degree Standards and Quality Assurance in Post-Apartheid South African Higher Education--Comparative Perspectives" (Digby Warren); and "How Can Benchmarking Work to Best Effect in Higher Education?" (Sally Brown). (Most selections contain references.) (CH)

This book profiles how computer-assisted assessment can help both staff and students by drawing on the experience and expertise of practitioners, in the United Kingdom and internationally, who are already using computer-assisted assessment. The publication is organized into three main sections--"Pragmatics and Practicalities of CAA,""Using CAA for Formative Assessment," and "Learning from Experience"--and contains the following 19 chapters: (1) "Pragmatic issues when integrating technology into the assessment of students" (Jen Harvey and Nora Mogey); (2) "Technical and security issues" (Dave Whittington); (3) "Effective question design" (Norma Pritchett); (4) "Automated online tutorials: new formats for assessment on the WWW" (Alan J. Cann and Ellen L. Pawley); (5) "Computer anxiety in students: should computer-based assessment be used at all?" (Mark Brosnan); (6) "Validating formative and summative assessment" (Malcolm Perkin); (7) "Open-access randomly generated tests: assessment to drive learning" (M. Thelwall); (8) "Automatic test generation from a database" (J.H. Sims Williams, J. Maher, D. Spencer, M.D.J. Barry, and E. Board); (9) "Issues and impacts of using computer-based assessments (CBAs) for formative assessment" (Dan Charman); (10) "Computer-assisted peer review" (Jennifer M. Robinson); (11) "Increasing learner responsibility and support with the aid of adaptive formative assessment using QM designer software" (Christine Steven and Ian Hesketh); (12) "Computer managed learning as an aid to formative assessment in higher education" (Leith Sly and Leonie J. Rennie); (13) "Optical mark reading (OMR) as CAA: experiences at Loughborough University" (Myles Danson); (14) "The computer-assisted assessment of practical IT skills" (R.D. Dowsing); (15) "Assessment in a cognitive apprenticeship-based learning environment: potential and pitfalls" (A. Patel, D. Russell and Kinshuk); (16) "Online assessment: creating communities and opportunities" (Meg O'Reilly and Chris Morgan); (17) "Delivering automated innovative assessment in a varied curriculum" (Roy Seden); (18) "A structured approach to mass implementation of computer-based assessment (CBA)" (Stan Zakrzewski); (19) "Student perceptions of the learning benefits of computer-assisted assessment: a case study in electronic engineering" (Kay Sambell, Alistair Sambell, and Graham Sexton). (JM)

This book presents 16 papers on assessment in higher education grouped into four sections on: first, systems approaches to assessment; second, the effectiveness of innovative assessment; third, assessing practice; and fourth, autonomous assessment. The included papers are: (1) "Institutional Strategies for Assessment" (Sally Brown); (2) "Innovations in Student Assessment: A System-wide Perspective" (Angela Glasner); (3) "Assessment and Evaluation: A Systems Approach for Their Utilization" (T. Dary Erwin); (4) "Using Assessment Strategically to Change the Way Students Learn" (Graham Gibbs); (5) "Why Assess Innovatively?" (Phil Race); (6) "The Experience of Innovative Assessment: Student Perspectives" (Liz McDowell and Kay Sambell); (7) "Biases in Marking Students' Written Work: Quality?" (Neil D. Fleming); (8) "Assessing Practice" (Sally Brown); (9) "Assessment of Key Skills" (Garth Rhodes and Freda Tallantyre); (10) "Using Portfolios for Assessment in Teacher Preparation and the Health Sciences" (Gill Young); (11) "Group-based Assessment: An Evaluation of the Use of Assessed Tasks as a Method of Fostering Higher Quality Learning" (Mike Heathfield); (12) "Dimensions of Oral Assessment and Student Approaches to Learning" (Gordon Joughin); (13) "Towards Autonomous Assessment: Using Self-Assessment and Peer Assessment" (Angela Brew); (14) "Self-Assessment and Peer Assessment" (Shirley Jordan); (15) "Peer Assessment of Undergraduate Seminar Presentations: Motivations, Reflection and Future Directions" (Andy Lapham and Ray Webster); and (16) "Using Peer Assessment and Self-Assessment for the First Time" (Paul Roach). (Individual papers contain references.) (DB)

This collection of papers by educational researchers in Scotland focuses on changes in educational systems and on transition points within systems (such as the transition from primary to secondary education). Chapters fall into four broad categories: Chapters 1 through 5 illustrate how particular facets of education have changed over relatively long periods of time. Chapters 6 through 10 center on reforms in Scottish education. Chapters 11 and 12 are concerned with transition in the sense of change for the individual that relates to moving from school to the labor market. Chapter 13 concentrates on research perspectives. (JAM)

Twenty papers on motivating college students are grouped into four sections: (1) the impact of teaching on student motivation; (2) motivating diverse students; (3) the impact of university practices on motivation; and (4) the impact of assessment on motivation. After an introductory selection by Sally Brown, Steve Armstrong, and Gail Thompson, the papers are: "Interactivity as an Extrinsic Motivating Force in Learning" (Philip Barker); "Motivation and Approaches to Learning: Motivating and Conceptions of Teaching" (Noel Entwistle); "Intervention and Motivation: What Affects What?" (Ian Solomonides); "Understanding Motives in Learning: Mature Students and Learner Responsibility" (Ron Iphofen); "Teaching: Creating a Thirst for Learning?" (Phil Race); "Perspectives on Motivation: The Implications for Effective Learning in Higher Education" (Della Fazey and John Fazey); "Students' Motivation in Higher Education Contexts" (Kim Isroff and Teresa del Soldato); "Age, Gender and Course Differences in Approaches to Studying in First-Year Undergraduate Students" (Rhona Magee et al.); "Learner Autonomy Beyond the Curriculum: Students' Motivations and Institutional Community" (Gillian Winfield and Selena Bolingbroke); "Does Gender Affect Students' Approaches to Learning?" (Kay Greasley); "Layers of Motivation: Individual Orientations and Contextual Influences" (Linda France and Liz Beaty); "The Effect of Stressors on Student Motivation: A Report of Work in Progress at Sunderland Business School" (Gail Thompson); "Undergraduate Research Projects: Motivation and Skills Development" (Martin Luck); "Multidisciplinary Student Teams Motivated by Industrial Experience" (Paul Wellington); "Motivational Perspectives and Work-Based Learning" (Debbie Keeling et al.); "Learning as an Aesthetic Practice: Motivation through Beauty in Higher Education" (Alan Bleakley); "Motivating Student Learning through Facilitating Independence: Self and Peer Assessment of Reflective Practice--An Action Research Project" (Julie Mortimer); "Individual Differences in Student Motivation" (Stephen Newstead); and "Motivation in Assessment" (Linda Leach et al.). (Individual chapters contain references.) (DB)

This book is designed to be a useful compendium of sound and practical ideas to help the classroom teacher, especially the teacher who is new to the profession. It is primarily aimed at secondary school teachers, although those who work with younger children may find elements of the book useful. The book is not intended to be read cover-to-cover, but rather is intended to be a reference. It contains 52 sets of 10 tips each, each of which is intended to be relatively complete in itself. The sets are grouped under the following main headings: (1) techniques for effective teaching and classroom management; (2) planning and assessment; (3) using teaching and learning resources well; (4) supporting pupils' learning; (5) providing personal and pastoral care; and (6) being an effective colleague. (SLD)

There is increasing pressure on teachers in higher education to provide assessment systems that are fair, valid, reliable, efficient, and effective. Funding bodies, students themselves, and public opinion have higher expectations, and there is a new emphasis on competence-based systems. Growing numbers of students and financial constraints make efficient assessment even more difficult to maintain. In this book, practical guidance is offered to the problems teachers in higher education face with regard to assessment. Well over 500 tips are grouped into 10 main chapter areas, with 54 subheadings. The book is not intended to be read all at once, but is designed to be a "dip-in" resource for particular problems. The following chapters are included: (1) "Developing Strategies and Structures for Assessment"; (2) "Managing Your Assessment"; (3) "Learning through Assessment"; (4) "Assessment Quality Control"; (5) "Methods of Assessment"; (6) "Traditional Exams and Vivas"; (7) "Multiple Choice Questions and Responses"; (8) "Assessing Independent Learning"; (9) "Self, Peer, and Group Assessment"; and (10) "Assessing Competence and Transferable Skills." The book concludes with "An Assessment Manifesto." Forty-four sources are listed for further reading. (SLD)

The selections in this book encompass a broad spectrum of resource-based learning experiences, and are intended to help teachers and administrators gain a better understanding of the concepts and devise effective and efficient ways to use these materials. Titles include: "Introducing Resources for Learning" (Sally Brown and Brenda Smith); "Institutional Strategies for Implementing Resource-Based Learning" (Graham Gibbs); "Helping Students to Learn from Resources" (Phil Race); "Helping Individual Staff to Develop Resource-Based Learning Materials" (Chris Rust and James Wisdom); "Staff Development for Using Resource-Based Learning" (Sally Brown and Brenda Smith); "Implementing Computer-Supported Resource-Based Learning" (Leslie Mapp); "Networking with Associated Providers Locally and Nationally: A Case Study" (Andrew Charlett); "Setting Up Open Learning Resource Centres in Organizations: Learning from Experience in Industry" (Amanda Scott); "Resource-Based Learning in an International Context" (Nick Slope); "The Implications of Resource-Based Learning for Libraries and Information Services" (Charley Hardwick); "Integrating Multimedia Resource-Based Learning into the Curriculum" (Bernard Lisewski and Chris Settle); "Setting Up a Resource-Based Learning Centre for Staff to Provide Guidance and Support on Teaching and Learning Issues: A Case Study" (Sally Brown, Tina Carr, and Dorothy Bell); "Evaluation and a Culture of Learning" (Mary Thorpe); "Marketing Resources for Learning" (Eileen Elliott de Saez); and "Conclusions" (Sally Brown and Brenda Smith). (Most selections contain references.) (CH)

This collection of 18 essays are based on sessions and keynote speeches at the Staff and Educational Development Association (SEDA) Conference held at Dyffrwn House, Cardiff (Wales) in November 1993. They represent the reworked and distilled thoughts of the presenters after they had had the experience of leading a workshop on a related topic. The papers address the conflicting demands of teaching and research faced by many faculty members, including both theoretical perspectives and accounts of successful approaches in practice in the United Kingdom. They include: (1) "Research Teaching and Learning: Issues and Challenges" (Brenda Smith and Sally Brown); (2) "Research into Student Learning" (Graham Gibbs); (3) "Research and Learning in Higher Education" (Angela Brew and David Boud); (4) "Effect of Funding Council Policies on Teaching Quality" (Lewis Elton); (5) "Research, Teaching and Learning: A Symbiotic Relationship" (David Garnett and Roy Holmes); (6) "The Importance of Applied Research" (Peter Smith and Marshall Elliott); (7) "On Improving Learning Processes" (Frank Walkden); (8) "Competent Research: Running Brook or Stagnant Pool?" (Phil Race); (9) "A Broader Education for Research Students: Changing the Culture" (Lin Thorley and Roy Gregory); (10) "A Staff Development Programme for Supervisors of Research Students" (Ivan Moore); (11) "Research-Related Staff Development: An Approach" (Irene Harris); (12) "What Makes a Good Lecturer in Higher Education? Outcomes of a SCED/SEDA Small-Grant Project" (Sally Brown and others); (13) "Towards a Model of the Learner in Higher Education: Some Implications for Teachers" (Mike O'Neil); (14) "The Accreditation of Work-Based Research: An Action Research/Action Learning Model" (Michael Gregory); (15) "How Students Acquire Research Skills: Shaping a Degree at Bangor" (Della and John Fazey); (16) "Research Learning on the Essex MBA" (Sean McCartney and Reva Berman Brown); (17) "Towards Empowering Undergraduate Students as Action Researchers into Student Learning" (Tom Wengraf); and (18) "The Relationship between Staff and Educational Development" (Terri Kelly). Each essay contains a reference list. (MDM)

This book provides guidance to the research student in planning, carrying out, writing up, and publishing research findings. More than 500 tips for researchers are presented in a format that groups the tips into sets of ideas for each of the following chapters: (1) "Getting Started in Research"; (2) "Finding Your Feet--and Keeping Them"; (3) "Reading, Writing--and Finishing"; (4) Getting Going with Teaching"; and (5) "Life after Researching." Suggestions are given for the teaching in which research students are often involved, and for finding a job after the research period comes to an end. The book is not intended to be read cover-to-cover, but is designed to be a reference. The skills needed to be a research student are very different than those needed to be an undergraduate. This book cannot solve all the novice research student's problems, but it can be an invaluable resource. Thirty-three sources are listed for further reading. (SLD)

This self-appraisal device lists more than 500 "affirmations of quality of teaching." It is intended to be used by teachers as a means to reflect on the areas of their work where they are already successful, and to work out an agenda for areas in which they wish to develop professional expertise. The checklist can also be used as a team resource, an informal peer feedback resource, a problem identification resource, a framework for formal appraisal, a "teaching quality assessment" agenda, a discussion starter for staff development, or an instrument in preparing portfolios. The checklist items assess the following teaching areas: (1) teaching and learning in large groups (for example, asking rather than telling and using overhead projectors); (2) designing and using resources for teaching and learning (such as assembling study guides and using multimedia); (3) independent study tasks, feedback, groupwork, and assessment; (4) helping learners individually (such as negotiating learning agreements and supervising projects); and (5) personal and professional qualities and skills (such as mentoring new colleagues, team teaching, and planning for future development). An appendix documents how the checklist links to the teacher accreditation qualification scheme operated by the Staff and Educational Development Association in the United Kingdom. (Contains 24 references.) (JDD)

This book explores the key issues of learner assessment in terms of who it is for, what modes of assessment exist, what makes for sound assessment, why assessment is done, what agencies are promoting innovative methods of assessment, and the catalysts for change. Practical suggestions on how to assess more effectively are provided, including specific advice on the use of explicit criteria which is urged to be the key to improved student performance. The book contains descriptions of a wide variety of techniques for assessment, together with some guidance on how and when best to use them, while at the same time recognizing some of the pitfalls that can arise. The book argues that, since all assessment methods, whether traditional or otherwise, disadvantage some students, a variety of methods must be adopted in order to remedy these inequalities as much as possible. In addition, the authors argue for the involvement of students in their own and each other's assessment in order to broaden the feedback obtained as well as enhance their capability of judging their own abilities and performance. The volume includes an index. (Contains 115 references.) (GLR)