Expanding assessment methods and moments in history
Bibliographic Data
| ID | 19378153 |
|---|---|
| Authors | Jennifer Frost (0000-0002-9088-5062, a Department of History , The University of Auckland , Private Bag 92019, Auckland 1142 , New Zealand, corresponding author), Genevieve de Pont (0000-0002-3363-7687, a Department of History , The University of Auckland , Private Bag 92019, Auckland 1142 , New Zealand), Ian Brailsford (0000-0001-6744-7091, a Department of History , The University of Auckland , Private Bag 92019, Auckland 1142 , New Zealand) |
| Year | 2012 |
| Volume | 37 |
| Issue | 3 |
| Pages | 293-304 |
| Publication date | 2012-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2010.531247 |
| OpenAlex | W2168102817 |
| Language | EN |
| Citations received | 3 |
| References cited | 18 |
History courses at The University of Auckland are typically assessed at two or three moments during a semester. The methods used normally employ two essays and a written examination answering questions set by the lecturer. This study describes an assessment innovation in 2008 that expanded both the frequency and variety of activities completed by 182 undergraduates taking a course on the history of African‐American freedom struggles. All week‐by‐week tutorial assignments were collected for textual analysis to see if students were moving beyond the recollection and regurgitation of facts (surface learning) and instead were dealing with the deeper historical issues. The quality of student work coupled with our own classroom observations indicate that innovative assessment methods at regular moments during the semester made a positive difference to the student learning experience
Cognitive psychology · Epistemology · Higher education · Mathematics education · Pedagogy · Recall · Computer Science · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Psychology · Artificial Intelligence
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Gender, ‘bias’, assessment and feedback
The benefits of students learning about critical evaluation rather than being summatively judged
How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes
Classical Curriculum Design
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The Long Civil Rights Movement and the Political Uses of the Past
Uncoverage
The History Learning Project
Toward a Coherent Curriculum
I've Got the Light of Freedom
Signature pedagogies in the professions
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2014 - 2017 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |