Description
Book SynopsisThis edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence o
Table of ContentsContents: Judith McVarish: So Why Self-Assessment? – Judith McVarish/Catherine Milne: Moving Beyond Grade-Getting with Self-Assessment – Judith McVarish/Sharon Solloway: Setting the Stage: Introducing a Model for Using Self-Assessment and Self-Evaluation in Teacher Education – Catherine Milne/Judith McVarish: A Model of Action for Self-Assessment and Self-Evaluation: The Nuts and Bolts of Getting Started – Joe Salvatore/Judith McVarish: Vulnerability: A Metalogue – Catherine Milne: The Conundrum of Self-Evaluation as Scientific Argument – Elizabeth Quintero: Ongoing Learning: Self-Assessment and Integrated Curriculum – Jason Blonstein: Letting Go: A Personal Perspective of Using Self-Assessment and Self-Evaluation – Joseph Salvatore: Articulate and Activate: An Approach to Self-Assessment in Theatre – Cheryl Blonstein/Catherine Milne: Adopting and Adapting: Using Self-Evaluation in Teaching Graduate Psychology Students Psychological Assessment – Catherine Milne: Self-Assessment and Assessment for/as Learning.
