Stuart Shaw
Biographic Data
| ID | 6328155 |
|---|---|
| NAME | Stuart Shaw |
| GIVEN NAMES | Stuart |
| FAMILY NAME | Shaw |
| SIGNATURE | SHAW S |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0001-5667-5822 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Fair high-stakes assessment in the long shadow of Covid-19
Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or univ…
Towards an operational framework for establishing and assessing collaborative interactions
Collaboration skills have been identified as an important educational outcome, not just as a means to enable learning mechanisms to be enacted, but also as a demonstrable skill of interest to assessment practitioners. In recent years, there has been an ambition to develop models of assessment that are underpinned by the collaborative process, and directly assess collaborative abilities of individuals – an ‘assessment imperative’. Defining collabo…
Towards an operational framework for establishing and assessing collaborative interactions
Collaboration skills have been identified as an important educational outcome, not just as a means to enable learning mechanisms to be enacted, but also as a demonstrable skill of interest to assessment practitioners. In recent years, there has been an ambition to develop models of assessment that are underpinned by the collaborative process, and directly assess collaborative abilities of individuals – an ‘assessment imperative’. Defining collabo…
Towards an operational framework for establishing and assessing collaborative interactions
Collaboration skills have been identified as an important educational outcome, not just as a means to enable learning mechanisms to be enacted, but also as a demonstrable skill of interest to assessment practitioners. In recent years, there has been an ambition to develop models of assessment that are underpinned by the collaborative process, and directly assess collaborative abilities of individuals – an ‘assessment imperative’. Defining collabo…
Fair high-stakes assessment in the long shadow of Covid-19
Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or univ…
Political science (2 works) · Psychology (2 works) · Collaborative learning (1 work) · Computer Science (1 work) · Construct (python library (1 work) · Context (archaeology) (1 work) · Coronavirus disease 2019 (COVID-19) (1 work) · Economic Justice (1 work) · Education Discipline and Inequality (1 work) · Engineering (1 work)