Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development

As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficac...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Ellen L. Flournoy [verfasserIn] Lauren C. Bauman [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Französisch

Erschienen:	2021

Schlagwörter:	program assessment collaborative assessment reflection self-assessment

Übergeordnetes Werk:	In: Canadian Journal for the Scholarship of Teaching and Learning - Society for Teaching and Learning in Higher Education, 2010, 12(2021), 1
Übergeordnetes Werk:	volume:12 ; year:2021 ; number:1

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.5206/cjsotlrcacea.2021.1.14207

Katalog-ID:	DOAJ099009447

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allfieldsSound	10.5206/cjsotlrcacea.2021.1.14207 doi (DE-627)DOAJ099009447 (DE-599)DOAJ87eb168f8c0b4d13b460b6b0beede560 DE-627 ger DE-627 rakwb eng fre L7-991 Ellen L. Flournoy verfasserin aut Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods. program assessment collaborative assessment reflection self-assessment Education (General) Lauren C. Bauman verfasserin aut In Canadian Journal for the Scholarship of Teaching and Learning Society for Teaching and Learning in Higher Education, 2010 12(2021), 1 (DE-627)640085326 (DE-600)2580827-8 19182902 nnns volume:12 year:2021 number:1 https://doi.org/10.5206/cjsotlrcacea.2021.1.14207 kostenfrei https://doaj.org/article/87eb168f8c0b4d13b460b6b0beede560 kostenfrei https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14207 kostenfrei https://doaj.org/toc/1918-2902 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2021 1
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title_auth	Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development
abstract	As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.
abstractGer	As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.
abstract_unstemmed	As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.
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