Assessing self-evaluation in a science methods course: Power, agency, authority and learning

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)758-766
Number of pages9
JournalTeaching and Teacher Education
Volume25
Issue number5
DOIs
StatePublished - Jul 2009

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self-assessment
science
evaluation
learning
student
surveillance
classroom
examination
university
Teaching
evidence
experience

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 journalArticle

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