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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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Active learning 8, 24, 44, 55, 57

Alternative assessments 21–23, 31, 35, 213–214

Assessment cycle 46–47, 68, 189–190, 199–201, 204

Assessment task(s) 23–24, 78, 213


Defined 4–5, 10, 24, 42, 49, 51, 213

For External Accountability 3, 7, 18, 36, 99, 153, 169, 187–188, 211, 213, 218–219

For Internal Improvement 3, 10, 45, 48–49, 67–69, 78, 82, 84–86, 93, 103, 114, 121, 124, 126, 129, 131, 187–188, 203–204, 213, 215, 218–219, 225

In the arts 170, 173, 174–175

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