In this book, the authors call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs.
In this book, the authors call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs.
Ilja Boor lectures for the Bachelor's program Psychobiology and is project leader Educational Innovation at curriculum level at the Teaching & Learning Center of the Faculty of Science of the University of Amsterdam, the Netherlands. Debby Gerritsen lectures for the Bachelor's program Interdisciplinary Social Science and the interdisciplinary Research Master's Social Sciences at the University of Amsterdam, the Netherlands. Linda de Greef works at the Institute for Interdisciplinary Studies at the University of Amsterdam. She is the programme manager at The Teaching Lab where experiments, publications, workshops, guides and methods for interdisciplinary education are developed and shared. Jessica Rodermans until recently designed and organized interdisciplinary electives, honours courses and minor programs for the Institute for Interdisciplinary Studies at the University of Amsterdam, the Netherlands.
Inhaltsangabe
Acknowledgments Introduction Why this handbook? Structure of this handbook Part 1 Getting started with the assessment of interdisciplinarity Meaningful assessment Assessing with the right purpose in mind Providing powerful feedback Making use of authentic assessment Aligning the assessment with learning outcomes Aligning the asssessment with pedagogical beliefs and values Assessing the skills that foster interdisciplinarity Definitions: multidisciplinary interdisciplinary and transdisciplinary Subskills and learning outcomes Assessing integration Assessing critical thinking Assessing collaboration Assessing reflection Part 2 The examples How to navigate the examples 1 Assessing perspective-taking skills with a simulation game 2 Making 'big ideas' tangible with an installation 3 Self-assessment of boundary-crossing competences 4 Peer feedback on the reflection of a stakeholder dialogue 5 Experiencing the learning process using a portfolio 6 A rubric for interdisciplinary capstone projects 7 Making failure a learning tool for collaboration skills 8 Evaluation of the golden principles of collaboration 9 Reflection on teamwork and disciplinary expert roles 10 A moot court to build critical thinking skills 11 Authentic assessment learning by accident 12 Grading the contributions to class discussions 13 Dance assessment as experiential learning 14 Enhancing critical thinking with Perusall 15 Co-creation of a rubric to encourage ownership of learning 16 Peer and self-assessment for student-led activities 17 From feed-up to feed-forward 18 Comparative judgment as a tool for learning 19 The co-creation of assessment criteria 20 Reflection on interdisciplinary competences using a portfolio Final remarks: towards new ways of assessment Lessons learned for meaningful assessment in interdisciplinary education Taking the next steps Index References Colophon.
Acknowledgments Introduction Why this handbook? Structure of this handbook Part 1 Getting started with the assessment of interdisciplinarity Meaningful assessment Assessing with the right purpose in mind Providing powerful feedback Making use of authentic assessment Aligning the assessment with learning outcomes Aligning the asssessment with pedagogical beliefs and values Assessing the skills that foster interdisciplinarity Definitions: multidisciplinary interdisciplinary and transdisciplinary Subskills and learning outcomes Assessing integration Assessing critical thinking Assessing collaboration Assessing reflection Part 2 The examples How to navigate the examples 1 Assessing perspective-taking skills with a simulation game 2 Making 'big ideas' tangible with an installation 3 Self-assessment of boundary-crossing competences 4 Peer feedback on the reflection of a stakeholder dialogue 5 Experiencing the learning process using a portfolio 6 A rubric for interdisciplinary capstone projects 7 Making failure a learning tool for collaboration skills 8 Evaluation of the golden principles of collaboration 9 Reflection on teamwork and disciplinary expert roles 10 A moot court to build critical thinking skills 11 Authentic assessment learning by accident 12 Grading the contributions to class discussions 13 Dance assessment as experiential learning 14 Enhancing critical thinking with Perusall 15 Co-creation of a rubric to encourage ownership of learning 16 Peer and self-assessment for student-led activities 17 From feed-up to feed-forward 18 Comparative judgment as a tool for learning 19 The co-creation of assessment criteria 20 Reflection on interdisciplinary competences using a portfolio Final remarks: towards new ways of assessment Lessons learned for meaningful assessment in interdisciplinary education Taking the next steps Index References Colophon.
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