Open AccessCollaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development
Author(s) -
Ellen L. Flournoy,
Lauren C. Bauman
Publication year - 2021
Publication title -
the canadian journal for the scholarship of teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1918-2902
DOI - 10.5206/cjsotlrcacea.2021.1.14207
Subject(s) - authentic assessment , standards based assessment , self assessment , curriculum , alternative assessment , process (computing) , educational assessment , psychology , pedagogy , formative assessment , program evaluation , medical education , mathematics education , engineering ethics , computer science , political science , engineering , medicine , public administration , operating system
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.