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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 9 Adopting and Adapting: Using Self-Evaluation in Teaching Graduate Psychology Students Psychological Assessment (Cheryl Blonstein with Catherine Milne)


In this chapter we explore a case study from Cheryl Blonstein, Director of Inpatient Psychology at Kings County Hospital, in which she reflects on how she adopted and adapted the self-assessment and self-evalua- tion model presented in Chapters Two and Three. Implementation of Self-Assessment as an Innovation In 1977 Michael Fullan and Alan Pomfret explored the nature of imple- mentation as it related to implementing curriculum and instruction (Fullan & Pomfret, 1977). Their theoretical stance informs our thinking about the implementation of the model of self-assessment and self- evaluation that is the focus of this book. They defined implementation as “the actual use of an innovation” (p. 336). Such a perspective moves us beyond an agreement to adopt a specific intervention, such as a pro- fessor’s agreement to use our model of self-assessment and self-evalu- ation, to the question every educator must ask, “How do I use this Chapter 9 Adopting and Adapting Using Self-Evaluation in Teaching Graduate Psychology Students Psychological Assessment Cheryl Blonstein (with Catherine Milne) b_text_T4.qxd 1/15/2014 8:36 AM Page 133 model in my educational context?” Such a question also provides space for us to consider the role of Fidelity of Implementation (FOI), “the alignment between the implementation of a treatment and its original design” (Furtak et al., 2008, p. 362) as envisaged by the program devel- oper. Coming from a medical context looking specifically at preventive interventions, Andrew Dane and Barry Schneider (1998) identified a number of components, including adherence and quality of delivery, that...

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