Role Reversal: Formative Assessment in a Reflective Teacher’s Practice
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
Parker Palmer (2007) wrote that “teaching is a daily exercise in vulnerability.” A basic assumption of classroom assessment is that student learning & instructor satisfaction are linked to involving students in the assessment process (Angelo and Cross 1993). As teachers, we continually ask our students to be open to our critique in the courses we teach, but are we equally as open to being assessed by them? This poster will explore how various formative assessment techniques can build rapport and encourage student academic success in the classroom.
Session Format
Poster
Location
Posters
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Bennetch, Rebekah J., "Role Reversal: Formative Assessment in a Reflective Teacher’s Practice" (2019). SoTL Commons Conference. 72.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/72
Role Reversal: Formative Assessment in a Reflective Teacher’s Practice
Posters
Parker Palmer (2007) wrote that “teaching is a daily exercise in vulnerability.” A basic assumption of classroom assessment is that student learning & instructor satisfaction are linked to involving students in the assessment process (Angelo and Cross 1993). As teachers, we continually ask our students to be open to our critique in the courses we teach, but are we equally as open to being assessed by them? This poster will explore how various formative assessment techniques can build rapport and encourage student academic success in the classroom.
