Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes

Abstract

The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.