At Odds With Assessment: Being a Critical Educator in the Academy

Gardner, Carolyn Caffrey and Halpern, Rebecca . At Odds With Assessment: Being a Critical Educator in the Academy., 2016 In: Critical Library Pedagogy Handbook (Volume 1). Association of College and Research Libraries, pp. 41-51. [Book chapter]

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English abstract

Are critical assessment practices possible? Is the role of assessment fundamentally at odds with critical library pedagogy? Assessment can be applied in multiple ways as a part of classroom pedagogy, but it is also a term that can be applied to larger institutional concerns such as program effectiveness, budget priorities, and accreditation. Assessing both instructor performance and student learning can justify academic programs or services, help refine learning outcomes, measure teacher performance accountability,or provide feedback on the efficacy of instruction. In this chapter, we are focusing on assessment as a classroom practice, in tandem with a discussion of institutional concerns that embody the more commodified aspects of higher education. We offer a summary of assessment criticism and an analysis of common classroom-based assessment practices that can be critically focused.

Item type: Book chapter
Keywords: assessment, critical pedagogy, information literacy, student learning,
Subjects: B. Information use and sociology of information > BZ. None of these, but in this section.
Depositing user: C.C. Gardner
Date deposited: 04 Oct 2016 16:01
Last modified: 04 Oct 2016 16:01
URI: http://hdl.handle.net/10760/30062

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