Title

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

Publication Type and Release Option

Event

Share

COinS
 
Jan 25th, 8:30 AM Jan 25th, 10:00 AM

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.