Assessment strategies for new learning

Theresa Winchester-Seeto; Anna Rowe

doi:10.1007/978-981-10-0999-0_12

Assessment strategies for new learning

Theresa Winchester-Seeto^*, Anna Rowe

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

7 Citations (Scopus)

Abstract

Assessment of student learning in PACE is a difficult and complex endeavor if it is to be done well. The new kinds of learning that result from PACE are not assessed easily or in a straightforward way due largely to the unique practical and pedagogical challenges presented by learning through participation. This chapter explores these challenges, and highlights some of the creative and innovative approaches used by academics. Nonetheless, as discussed in the chapter, there are still open questions about what can and should be assessed. In order to find the most effective methods, It is also necessary that we allow space and support for experimentation by academics.

Original language	English
Title of host publication	Learning Through Community Engagement
Subtitle of host publication	Vision and Practice in Higher Education
Editors	Judyth Sachs, Lindie Clark
Place of Publication	Singapore
Publisher	Springer, Springer Nature
Pages	185-197
Number of pages	13
ISBN (Electronic)	9789811009990
ISBN (Print)	9789811009976
DOIs	https://doi.org/10.1007/978-981-10-0999-0_12
Publication status	Published - 2017

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Assessment strategies for new learning

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