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This book will help to unlock the secrets to getting a good degree and all the benefits that can come from it.

When writing a dissertation or thesis, it is essential to produce a work that is well-structured and well-presented. Giving clear examples throughout, this book offers all the practical advice that students will need, when writing a dissertation or thesis. Part 1: Content - from the layout order of contents to the compilation of the bibliography and appendices Part 2: Presentation and Style - the details of how work should be presented and covering aspects such as writing styles, page numbers, margins and abbreviations. The first edition of this book contributed to improving countless dissertations and this new edition will continue to do the same - using the practical advice and guidance it offers could mean the difference between success and failure.

This book presents over 500 practical suggestions designed to help tutors establish active learning amongst their students. Divided into useful sections the tips cover the entire range of teaching and learning situations and comprise a 'start anywhere', dip-in resource suitable for both the newcomer and the old hand. Intended mainly for the university or college lecturer involved in learner-centred learning, this resource offers fresh ideas and food for thought on six broad areas of the job: getting the students going starting off, and working together the programme itself - lectures, assignments and feedback helping students to learn from resources assessment: demonstrating evidence of achievement skills for career and life in general. This lively and stimulating book will prove invaluable to lecturers, tutors, teachers, trainers and staff developers. '...supremely relevant and useful to our work in schools...Overall, this is one of the most down-to-earth and honest books about teaching I've read. A first-rate resource.' - Geoff Barton, TES Friday, 20 May 2005 'The book is a valuable resource to those seeking to improve their tutoring.' - Physical Sciences Educational Reviews

This book will help to unlock the secrets to getting a good degree and all the benefits that can come from it.

This book presents over 500 practical suggestions designed to help tutors establish active learning amongst their students. Divided into useful sections the tips cover the entire range of teaching and learning situations and comprise a 'start anywhere', dip-in resource suitable for both the newcomer and the old hand. Intended mainly for the university or college lecturer involved in learner-centred learning, this resource offers fresh ideas and food for thought on six broad areas of the job: getting the students going starting off, and working together the programme itself - lectures, assignments and feedback helping students to learn from resources assessment: demonstrating evidence of achievement skills for career and life in general. This lively and stimulating book will prove invaluable to lecturers, tutors, teachers, trainers and staff developers.

In the issue vol. 4, no 1, 2003 (pp 50-51) of this Journal there was published a review of the interesting book by Phil Race \"Designing Assessment to Improve Physical Sciences Learning\" (Learning and Teaching Support Network, LTSN, University of Hull, 2001). In this article the author provides a provocative personal view of the problems of assessment of students within higher education in England. Many will find this controversial, but the issues raised are important in all countries and at all levels of education. Assessment of students is vitally important but it tends to dominate and to distort the whole educational process. In all systems one important objective for both teachers and students is that students should do their best in the assessments and hopefully gain appropriate qualifications. However, the objectives of, and competences developed through, learning and teaching must reach well beyond merely 'passing the test'. Phil Race argues that the highly developed examination system in England is not sufficiently valid, reliable, transparent or authentic. A particular challenge is a response to the Special Educational Needs Discrimination Act (2002) that requires that the necessary discrimination between abilities by assessment should not unfairly discriminate against those with disabilities. There are no easy answers to the issues raised, however it is not just teaching and learning that need to be updated and continually reviewed, but teaching, learning and assessment. We all need to be involved in getting our assessment processes in good repair (fixing them) and keeping them 'fixed '. [PUBLICATION ABSTRACT]

This chapter explores how to design, implement and manage assessment. It aims to familiarise university teachers with the concept of ‘assessment for learning’ and to develop approaches that are ‘fit-for-purpose’, authentic and meaningful. Students learn most from the feedback they receive. This chapter also explores how to provide feedback that is motivating and formative in shaping students’ learning behaviours as well as determining their final assessment grades. Illustrative case studies show how the ideas proposed here can be adapted into practice in all disciplines. This chapter explores how to design, implement and manage assessment. It familiarises university teachers with the concept of ‘assessment for learning’ and develops approaches that are ‘fit-for-purpose’, authentic and meaningful. The chapter also explores how to provide feedback that is motivating and formative in shaping students’ learning behaviours as well as determining their final assessment grades. Effective assessment design also aligns with university-specified graduate attributes, which, among other universal expectations such as integrity, numeracy, literacy and research skills, normally feature critical thinking as an expected outcome for university students in all subjects. A word of caution on confining feedback to tutors’ comments: it risks focusing students’ attention on their marks, with the consequence that they avoid using formative written comments to extend their learning. It is important, therefore, to develop students’ feedback literacy so that they comprehend the iterative approach of learning from written and oral comments about their work.

In this paper, I would like to present a personal overview, pointing to ways in which education and training in general, and effective continuing professional development in particular, may be delivered as we move into the next millennium. Continuing professional development should be about much more than equipping professional people with a licence to practice in their field, it should also equip them to be able to develop themselves as autonomous learners, so that they can continue to adapt to the rapid pace of change in the modern world. Continuing professional development is nothing without learning, and one objective in this paper is to try to remind readers that the processes whereby effective learningis achieved change very slowly indeed, and that renewed attention to the quality of learning may be the bridge to harness the power of the variety of delivery mechanisms that now exist, to equip professional people and others for work and life in the next millennium. My principal objective, however, is to remind readers that the range of terms and acronyms in the world of continuing education, lifelong learning and training should be regarded as representing a toolkit, rather than a series of separate compartments, and that educators and trainers need to be successful general practitionersin their application of this toolkit to continuing professional development, rather than specialists or consultants in the use of narrow areas of the toolkit. To this end, I have interrogated some of the tools in the toolkit, to help explain how can they be used togetherto help us meet the needs of the next millennium.