Teacher Educators Rethink Self-assessment in Higher Education A Guide for the Perplexed
Teacher Educators Rethink Self-assessment in Higher Education: A Guide for the Perplexed by Judith McVarish, published by Peter Lang in 2014, offers a comprehensive exploration of self-assessment and self-evaluation in educational settings. This new edition, comprising 154 pages, presents a model successfully implemented across various teacher education courses, including disciplines such as theater arts, psychology, and science education. The book aims to assist educators in fostering a collaborative learning environment where both students and teachers engage in the assessment process, moving beyond traditional grading systems.
Readers will find practical insights into how self-assessment can transform the learning experience, encouraging students to take ownership of their educational journeys. The text emphasizes the importance of evidence and agency in learning, promoting a co-constructed approach that values inquiry and critical thinking. By integrating concepts from educational psychology, teaching methods, and leadership, this guide serves as a resource for educators seeking to enhance their teaching strategies and adapt to the evolving landscape of higher education.
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This 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 of learning.
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