- Titel
- Meaningful Assessment in Interdisciplinary Education
- Subtitel
- A Practical Handbook for University Teachers
- Prijs
- € 29,99
- ISBN
- 9789463729048
- Uitvoering
- Paperback
- Aantal pagina's
- 160
- Taal
- Engels
- Publicatiedatum
- 17 - 05 - 2021
- Afmetingen
- 17 x 24 cm
- Partner
- Categorie
- Interdisciplinary Studies
- Discipline
- Wetenschap, geneeskunde en technologie
- Voorbeeld
- Download introductie
Acknowledgments
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
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
Meaningful Assessment in Interdisciplinary Education
A Practical Handbook for University Teachers
De onderstaande tekst is niet beschikbaar in het Nederlands en wordt in het Engels weergegeven.
Today’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.
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.
Auteurs
Ilja Boor
Ilja Boor lectures for the Bachelor’s program Psychobiology and is project leader Educational Innovation at curriculum level at the Teaching & Learning Center of the Faculty of Science of the University of Amsterdam, the Netherlands.
Debby Gerritsen
Debby Gerritsen lectures for the Bachelor's program Interdisciplinary Social Science and the interdisciplinary Research Master’s Social Sciences at the University of Amsterdam, the Netherlands.
Linda de Greef
Linda de Greef works at the Institute for Interdisciplinary Studies at the University of Amsterdam. She is the programme manager at The Teaching Lab where experiments, publications, workshops, guides and methods for interdisciplinary education are developed and shared. She is specialized in curriculum development and accompanying organizational developments and the professional development of interdisciplinary teaching skills.
Jessica Rodermans
Jessica Rodermans until recently designed and organized interdisciplinary electives, honours courses and minor programs for the Institute for Interdisciplinary Studies at the University of Amsterdam, the Netherlands.
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