Bøger af David Boud

First Published in 1987. The assumption about the purpose of education, to which the authors of this book subscribe, is that it is to produce autonomous lifelong learners. This book is about a very important goal of education and how it can be translated into practice. It concerns ways in which teachers in higher education can enable students to become more autonomous in their learning; that is, assist students to learn more effectively without the constant presence or intervention of a teacher.

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners.Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way.This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

An examination of problem-based learning, which establishes its significance, how it can be used and its strengths and limitations. The book discusses experiences from a range of countries and fields of practice, in order to present a picture of the role of problem-based learning in practice.

Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning.

Using Experience for Learning reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions.

Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.