Participation as Assessment
Political Science and Classroom Assessment Techniques
Bibliographic Data
| ID | 6098133 |
|---|---|
| Authors | Mel Cohen (Miami University, corresponding author) |
| Year | 2008 |
| Volume | 41 |
| Issue | 3 |
| Pages | 609-612 |
| Publication date | 2008-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096508080827 |
| OpenAlex | W2083902239 |
| Language | EN |
| Citations received | 2 |
| References cited | 8 |
From the beginning of my teaching career I had been drawn to class participation (Cohen 1991; 1993). I enjoyed posing questions and problems to the class, and they seemed to enjoy the interaction. At the same time, intuitively I was drawn to discussion and participation as ways to enhance learning. Later I learned that these were part of what was known as “active learning,” and they really did have the ability to enhance student learning (Barr and Tagg 1995; Chickering, Gamson, and Barsi 1989; Pascarella and Terenzini 2005, 101–2). My faith bolstered, I continued to explore ways to actively engage students through developing thought-provoking questions, assigning in-class writing, utilizing small group work, and integrating short presentations. Eventually I began to share my ideas with colleagues at conferences and publish them in respected journals. I discussed what I was doing in class, the basic principles underlying my approach, the challenges it provided, and the hoped-for results when it came to student learning
Epistemology · Faith · Mathematics education · Pedagogy · Political science · Politics · Publication · Sociology · Computer Science · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Law · Online and Blended Learning · Psychology
| Citations per year | 0.2 |
|---|---|
| Citation span | 2016 - 2018 (3) |
| Highly cited | No |