Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed

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Shirley R. Steinberg Judith McVarish

Teacher Educators Rethink Self-Assessment in Higher Education

A Guide for the Perplexed

Shirley R. Steinberg, Judith McVarish, Catherine Milne

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English

Peter Lang Publishing Inc
28 February 2014

Educational strategies & policy; Colleges of further education; Teacher training; Teaching skills & techniques

Series: Counterpoints

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.

Edited by: Judith McVarish, Catherine Milne
Series edited by: Shirley R. Steinberg
Imprint: Peter Lang Publishing Inc
Country of Publication: United States
Edition: New edition
Volume: 380
Dimensions: Height: 230mm, Width: 155mm,
Weight: 360g
ISBN: 9781433108341
ISBN 10: 1433108348
Series: Counterpoints
Pages: 154
Publication Date: 28 February 2014
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Contents: 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.

Judith McVarish is Associate Professor of Mathematics Education at St. John’s University and Chair of the Department of Curriculum and Instruction. She is director of St. John’s In Addition After School Mathematics Program and author of Where’s the Wonder in Elementary Math? Encouraging Reasoning in the Classroom. Catherine Milne is Associate Professor in the Department of Teaching and Learning at New York University. She runs a research program, Molecules & Minds, which is developing scaffolds for multimedia chemistry simulations. She is author of The Invention of Science and co-editor-in-chief for the journal, Cultural Studies of Science Education.