In the early 1990s I had a terrible crisis in my teaching. I was shown something profound by a student about the limiting and damaging nature of how I assessed. I realised that much of my thinking had been nutured and rewarded by a mistaken regime that confused the measure of performance with an assessment of learning.
Now I no longer believe in the relevance of marking, or of fracturing assessment into discrete parts. I think there is something deeper and more responsible that we can do if we call ourselves educators (as distinct from trainers or manufaturers of acolytes).
I don’t pretend to walk on water, so I make mistakes. As a consequence this presentation looks at evolving approaches to assessment emanating from an arguably less traditional educational paradigm. It calls into question certain rituals that we often default to when assessing and considers some grass roots teaching devices that I have found helpful.
I am not seeking to promote these as a blanket solution, but rather to support discussion about how forms of assessment can fail learning and what we might productively do to rectify the situation.
|Date||Tuesday, 12 December 2017|
|Time||10:00am - 11:30am|
|Department||College of Education|
|Location||University of Otago College of Education Tower Block - TG07|
|Contact Name||Michelle Holt - Executive Officer - UOCE|
|Contact Phone||+64 3 479 3787|