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Teacher Educators Rethink Self-Assessment in Higher Education

A Guide for the Perplexed

Series:

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 10 Self-Assessment and Assessment for/as Learning (Catherine Milne)

Extract

We Live in Interesting Times From an educational perspective, we live in interesting times as interna- tional competitions such as Trends in International Math and Science Studies (TIMSS) and Programme for International Student Assessment (PISA) grab the headlines and the performance of students on such tests becomes a focus of policy and legislative reform efforts. Efforts such as those included in the US Recovery and Reinvestment Act of 2009, which has focuses on student college and career readiness, using data to track student progress pre-K–12, improving teacher effectiveness, and devel- oping interventions for low-performing schools, with the goal of tying economic recovery to educational interventions, that is, tying accountabil- ity to assessment. Such an emphasis highlights the conundrum experi- enced by classroom teachers of the multiple roles ascribed to assessment. In his chapter on assessment in acting, Joe Salvatore highlighted the learning that is required for students that have never been asked to self- assess, to develop the skills they need in order to be able to do just that. As Cheryl Blonstein noted in her chapter, clinical psychologists also face Chapter 10 Self-Assessment and Assessment for/as Learning Catherine Milne b_text_T4.qxd 1/15/2014 8:36 AM Page 145 multiple challenges when using instruments designed to evaluate a patient’s psychological well-being. As she observes, self-assessment allows such challenges to be acknowledged and addressed through practice. In the US, the notion of what constitutes an effective teacher has supported a focus on feedback as one of the key elements of...

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