Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges
Jennifer R. Newton
Ohio University
Mira Cole Williams
James Madison University
Danielle M Feeney
Ohio University
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Keywords

assessment
ungrading
mastery learning
teacher preparation
collaborative learning

How to Cite

Newton, J., Williams, M., & Feeney, D. (2020). Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges. Journal of Culture and Values in Education, 3(1), 39-51. https://doi.org/10.46303/jcve.03.01.3

Abstract

Assessment and grading in higher education have traditionally focused on “A” through “F”, or point-based alpha-numeric letter grades and subjective, independent grading systems. Despite the ubiquity of this system, there are no universal guidelines on how to assess student learning on that scale. What can be problematic about “the way things have always been” is that students are frequently de-humanized; higher education faculty often focus on compliance and authoritarian teaching rather than engaging in the learning process alongside the students. In contrast, some faculty members have explored non-traditional assessment practices in their coursework to enhance the learning process and improve individualized student support. This article offers strategies for implementing non-traditional assessments, specifically mediated office hours, mastery learning, and ungrading strategies are addressed.

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This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (https://creativecommons.org/licenses/by/4.0/).  

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