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Student-Focused Learning and Assessment

Involving Students in the Learning Process in Higher Education

Edited By Natasha A. Jankowski, Gianina R. Baker, Erick Montenegro and Karie Brown-Tess

This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.

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10. Future Directions of Student-Focused Learning and Assessment



This contributed volume documents the various ways faculty and staff within institutions, programs, and courses or modules have worked to include students in teaching and learning processes. Each chapter, in its own way, discussed how student involvement with the assessment process is essential. Through an in-depth review of literature on student perceptions of and involvement with assessment, exploring what is meant by students as partners in assessment, showcasing examples of student-led assessment practices, and sharing student and faculty voices on experiences with student-centered assessment, the book provides a comprehensive overview to a complex teaching and learning as well as accountability issue. The volume concludes with reflections on future directions and areas of needed research, encouraging the field to shift to a learning systems paradigm and embrace culturally responsive assessment.

In this volume, authors discussed a wide assortment of assessment methods used to engage students. While many of the examples noted in the book took place at course, program, and institutional levels, it should be noted that in order to do this work at scale, well, and with the desired impact, student engagement in assessment must occur across multiple learning experiences throughout a program or across an institution. A one-time experience with involvement in learning will not achieve cognitive gains, address power differentials, or develop self-regulated and lifelong learners. How we collectively move our students toward desired learning is not found in an innovative pedagogical approach in one...

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