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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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b_text_T4.qxd 1/15/2014 8:36 AM Page 151 Cohen, R. 69 collaboration 12, 36, 113 Colomb, G. G. 71 Common Core State Standards (CCSS) vii, viii, ix communication 141 asynchronous 30, 31, 33, 68, 146 comment cards see response cards constructivist classroom 17, 20 constructivist thinking 106 convention systems 66 Cornett, C. 118 Costa, A. L. 22 criteria, developmental 146 critical literacy 83, 85, 91, 93 critical pedagogy 86 critical theory 79–80, 81, 82, 84 Dale, M. 58 Dane, A. 134 Davies, M. A. 19, 25, 67 Dewey, J. 13, 16 discourses 69, 70, 147 of power 76 Dochy, F. J. R. C. 16 Duncan, C. R. 146 Dweck, C. 39 Earl, L. M. 146, 147 edTPA viii, ix education early childhood 81 mathematics 51 psychology 135 science 65 theatre 115 Eisencraft, A. 103 Entwistle, N. J. 2 Ertmer, P. xi, 134 evidence 6, 22, 33, 34, 39, 40, 43, 47, 49, 50, 51, 71, 72, 75, 76, 81, 82, 83, 84, 107, 112, 121, 127, 128, 135, 136 of learning 130 examinations 7 exit cards see response cards Falchikov, N. 2, 11, 12, 40 fidelity of implementation (FOI) 134, 142–143 feedback 6,7, 29, 31, 146 direct 115 feedback cards see response cards feedforward 31 file cards see response cards Foucault, M. 62, 63, 64, 69, 70, 76, 147 Frederiksen, N. 17 Freire, P. 81, 82 Friedman, T. L. ix Frye, E. M. 58 Fullan, M. 133 Furtak, E. 134 Gallagher, J. 68 Geertz, C. 21...

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