Slow exams
“Process-Oriented” Assessment Strategies as Feminist Modernist Pedagogy
Bibliographic Data
| ID | 22157155 |
|---|---|
| Authors | Charles M Andrews (Whitworth University, corresponding author), Charles Andrews (Whitworth University) |
| Year | 2025 |
| Volume | 8 |
| Issue | 3 |
| Pages | 277-287 |
| Publication date | 2025-09-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Feminist Modernist Studies (JOURNAL) |
| Journal identifiers | ISSN: 2469-2921 • E-ISSN: 2469-293X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/24692921.2025.2531717 |
| OpenAlex | W4412632579 |
| Language | EN |
| References cited | 5 |
One way to combat the hectic pace of modern university life is by changing how we do exams. This essay describes how to create slow, “process-oriented” exams that focus on collaboration, revision, and deep learning rather than a single session of “assessment.” Focusing on process can correspond better with the regular work of humanities classes where building a learning community is prized over individual mastery. Resisting mastery and focusing on process and collaboration enacts core values of feminist pedagogy; slowing down parts of an exam can embrace qualities familiar from deep, introspective modernist texts that require meditation and attention. Revising exams in this feminist modernist way can alleviate students’ test-taking anxieties, enable deeper and more durable learning, and can resist the pressures of the neoliberal, corporate university, which emphasizes productivity and speed over mindfulness and community
Engineering ethics · Pedagogy · Process management · Programming language · Sociology · Computer Science · Education Systems and Policy · Engineering · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
| Highly cited | No |
|---|