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Teacher Educators Rethink Self-Assessment in Higher Education

A Guide for the Perplexed


Edited By Judith McVarish and Catherine Milne

This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence of learning.


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Chapter 2 Setting the Stage: Introducing a Model for Using Self-Assessment and Self-Evaluation in Teacher Education (Judith McVarish & Sharon Solloway)


What follows is a slightly revised version of an article published in 2000 by McVarish and Solloway. The article describes how a classroom struc- tured around self-assessment and self-evaluation has the potential to change the learning experiences for students. They found that with self- assessment and self-evaluation as a focal point, students take on more of ownership of the learning process and the learning culture becomes one of self-regulation and collaboration. Each student’s individuality is respected and shared as a resource for new learning experiences. The editors of this book made the decision to include this article in order for you, the reader, to have a context for how this evolving self- assessment, self-evaluation model got its start. As you read the chapters that follow you will discern for yourself how the original model has been adapted and revised to meet the needs of the different professors teaching within disciples and seek new ways to think about teaching, learning, and assessment while implementing this model. It is much like a group of musicians adapting a musical piece for a particular audience. The new piece is revised and shaped in concert with the musicians, both individually and as an ensemble, their talents and experiences, the instru- ments they play, and the audience for whom the piece is intended. Chapter 2 Setting the Stage Introducing a Model for Using Self-Assessment and Self-Evaluation in Teacher Education Judith McVarish & Sharon Solloway b_text_T4.qxd 1/15/2014 8:36 AM Page 15 Classroom as a Learning...

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