Description
Book SynopsisToday’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society.
Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs.
If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
Table of ContentsAcknowledgments
Introduction
Why this handbook?
Structure of this handbook
Part 1 Getting started with the assessment of interdisciplinarity
Meaningful assessment
Assessing with the right purpose in mind
Providing powerful feedback
Making use of authentic assessment
Aligning the assessment with learning outcomes
Aligning the asssessment with pedagogical beliefs and values
Assessing the skills that foster interdisciplinarity
Definitions: multidisciplinary, interdisciplinary, and transdisciplinary
Subskills and learning outcomes
Assessing integration
Assessing critical thinking
Assessing collaboration
Assessing reflection
Part 2 The examples
How to navigate the examples
1 Assessing perspective-taking skills with a simulation game
2 Making ‘big ideas’ tangible with an installation
3 Self-assessment of boundary-crossing competences
4 Peer feedback on the reflection of a stakeholder dialogue
5 Experiencing the learning process using a portfolio
6 A rubric for interdisciplinary capstone projects
7 Making failure a learning tool for collaboration skills
8 Evaluation of the golden principles of collaboration
9 Reflection on teamwork and disciplinary expert roles
10 A moot court to build critical thinking skills
11 Authentic assessment, learning by accident
12 Grading the contributions to class discussions
13 Dance assessment as experiential learning
14 Enhancing critical thinking with Perusall
15 Co-creation of a rubric to encourage ownership of learning
16 Peer and self-assessment for student-led activities
17 From feed-up to feed-forward
18 Comparative judgment as a tool for learning
19 The co-creation of assessment criteria
20 Reflection on interdisciplinary competences using a portfolio
Final remarks: towards new ways of assessment
Lessons learned for meaningful assessment in interdisciplinary education
Taking the next steps
Index
References
Colophon
