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Teacher Educators Rethink Self-Assessment in Higher Education

A Guide for the Perplexed

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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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Contributors

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b_text_T4.qxd 1/15/2014 8:36 AM Page 149 150 CONTRIBUTORS mathematics education field, as a teacher, tutor, staff developer, and college professor. Publication and research concentration has been in the areas of urban teacher beliefs about obstacles to effective mathematics teaching, self-assessment across disciplines, and how to help children develop the capacity to pose problems as well as solve them. She is Director of In Addition: A St. John’s After School Mathematics Program and author of Where’s the Wonder in Elementary Math? Encouraging reason- ing in the classroom. New York: Routledge Publishing (2008). Catherine Milne is Associate Professor in the Department of Teaching and Learning at New York University. Her research interests include urban science education, history of science and the development of multimedia and digital games for STEME education, and generating embedded assessment as models of assessment as and for learning. She runs a research program, Molecules & Minds, which develops scaffolds for multimedia chemistry simulations and is author of The Invention of Science, published by Sense Publishers and co-Editor-in-Chief for the journal Cultural Studies of Science Education. Elizabeth Quintero has been involved with early childhood pro- grams for many years nationally and internationally as teacher, program developer, curriculum specialist, and guiding supervisor. She is particu- larly interested in and involved with programs that serve families in mul- tilingual communities that represent a variety of cultural and historical backgrounds. Through her work with Head Start programs, programs for Dual Language Learners, and bilingual family literacy programs, she learned that...

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