Abstract
Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions, captured via file cards and reflective journals, constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 758-766 |
| Number of pages | 9 |
| Journal | Teaching and Teacher Education |
| Volume | 25 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jul 2009 |
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Keywords
- Alternative assessment
- Foucault
- Methods courses
- Self-evaluation
- Teacher education
ASJC Scopus subject areas
- Education
Cite this
Assessing self-evaluation in a science methods course : Power, agency, authority and learning. / Milne, Catherine.
In: Teaching and Teacher Education, Vol. 25, No. 5, 07.2009, p. 758-766.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Assessing self-evaluation in a science methods course
T2 - Power, agency, authority and learning
AU - Milne, Catherine
PY - 2009/7
Y1 - 2009/7
N2 - Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions, captured via file cards and reflective journals, constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach.
AB - Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions, captured via file cards and reflective journals, constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach.
KW - Alternative assessment
KW - Foucault
KW - Methods courses
KW - Self-evaluation
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=67349266298&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=67349266298&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2008.11.008
DO - 10.1016/j.tate.2008.11.008
M3 - Article
AN - SCOPUS:67349266298
VL - 25
SP - 758
EP - 766
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 5
ER -