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| Autor/inn/en | Duncan, Tisha; Buskirk-Cohen, Allison A. |
|---|---|
| Titel | Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 23 (2011) 2, S.246-259 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Stellungnahme; Student Evaluation; Interdisciplinary Approach; Alternative Assessment; Instructional Effectiveness; Learner Engagement; Role of Education; Outcomes of Education; Teacher Education; Psychology; Higher Education |
| Abstract | Frustrated by students' disappointing performance on traditional exams, an education professor and a psychology professor independently asked their students to simply demonstrate what they had learned during a given time frame. In this article, we will argue that when students are provided opportunities for learner-centered assessment, they dedicate more time, show more creative output, and are often more successful than when answering questions on a traditional assessment measure. Research has demonstrated that students who create their own assessment must show that they understand the information by re-interpreting it in a different way, the very definition of deep learning (Atherton, 2005; Saljo, 1979). When instructors require that students really think about what and how they have learned, they are encouraging further learning to occur (Bransford, Brown, & Cocking, 2000). Sample methods of learner-centered assessment with rubrics are provided, as well as suggestions for implementation and improvement. (Contains 2 tables.) (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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