Assessment for Learning:: Encouraging Personal Development and Critical Response on a Writing Module by Student‐Centred Assessment and Teaching/ Learning Strategies
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Gina Wisker [1]
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[1] Anglia Polytechnic University
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 33, Nº 1, 1996, págs. 58-65
- Idioma: inglés
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Resumen
This paper considers ways in which an analytical and personal response can be encouraged on a literary or writing module. It explores the use in particular of portfolio and log assessment strategies which work in tandem with more learner‐centred teaching and learning strategies to encourage both personal development and critical response. It focuses on Black and Asian Women's Writing, a third level (yrs 2 and 3) module on literature/writing in a cultural and critical context which I devised and teach at Anglia Polytechnic University, in Cambridge.
The learning outcomes for the module on Black and Asian Women's Writing stress the development of awareness of, and critical response to, a variety of writing in cultural context, and the centrality of a critically focused personal response. Teaching and learning strategies such as the use of interactive, full lecture handouts, a course reader, syndicate work and exploratory talk are discussed. In relation to these learning outcomes and the teaching and learning strategies developed, the main focus in this article is on the assessment strategies of the portfolio, the log, and other critical pieces which aim to assess and evaluate students’ personal and analytical developments in relation to course material and underlying critical, cultural and contextual issues.
