Revisioning the Potential of Freire's Principles of Assessment: Influences on the Art of Assessment in Open and Online Learning through Blogging

Autor/inn/en	DeWaard, Helen; Roberts, Verena
Titel	Revisioning the Potential of Freire's Principles of Assessment: Influences on the Art of Assessment in Open and Online Learning through Blogging
Quelle	In: Distance Education, 42 (2021) 2, S.310-326 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeWaard, Helen) ORCID (Roberts, Verena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.1910494
Schlagwörter	Critical Theory; Open Education; Electronic Learning; Distance Education; Electronic Publishing; Web Sites; Higher Education; Student Evaluation; Evaluation Methods; College Students + Suchen Sie Ihr Suchwort? Kritische Theorie; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Elektronisches Publizieren; Web-Design; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Collegestudent
Abstract	When the art of assessment in online and distributed learning is grounded in Freirean writings, instructors have the opportunity to craft a nuanced and layered learning environment where the potential for critical consciousness is enhanced through carefully codesigned assessment strategies. Patton (2017) summarized 10 pedagogical principles based on the writings of Freire, which he determined relevant as a result of their connection to critical pedagogy of evaluation. We explore a revisioning of those principles: using evaluative thinking to cultivate critical consciousness; learning resides in communities, not just individuals; critical pedagogy must be dialogical and interactive; assessment should integrate reflection, action, thinking, and emotion; and critical consciousness is co-intentional, focusing on process and product. We use them as a framework to describe what we call Freirean principles of assessment, through the application of student blogs within online and distributed assessment practices. Our intention is to share the potential of blogging, in connection with Freirean principles of assessment, when considering open assessment in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01