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Midterm Conversations as Co-Creation of Equitable and Inclusive Formative Assessment

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Title: Midterm Conversations as Co-Creation of Equitable and Inclusive Formative Assessment
Language: English
Authors: Alice Lesnick, Sabea Evans, Margo Schall, Alison Cook-Sather
Source: International Journal for Students as Partners. 2024 8(1):180-189.
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Interpersonal Communication, Equal Education, Inclusion, Formative Evaluation, Student Evaluation, Partnerships in Education, Teacher Student Relationship, Student Experience, Teaching Methods, Dialogs (Language), Teaching Experience, Undergraduate Students, Undergraduate Study, Barriers, Self Evaluation (Individuals), Personal Autonomy, College Faculty
Abstract: Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students' and our own experiences of the midterm conversation that we use as a key formative assessment structure and process across three co-facilitated courses. The midterm conversation--a partnership among students and instructors as co-teachers--is embedded in course design and curriculum with the goal of advancing, informing, and sustaining our pedagogical commitments. This case illustrates how we practice assessment as dialogue and as emergent understanding. This practice is based on an expectation of diverse learning goals and outcomes and on trust in students' capacities to direct their learning with reference to their own interests and standards for their work.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446762
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Midterm Conversations as Co-Creation of Equitable and Inclusive Formative Assessment
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  Data: <searchLink fieldCode="AR" term="%22Alice+Lesnick%22">Alice Lesnick</searchLink><br /><searchLink fieldCode="AR" term="%22Sabea+Evans%22">Sabea Evans</searchLink><br /><searchLink fieldCode="AR" term="%22Margo+Schall%22">Margo Schall</searchLink><br /><searchLink fieldCode="AR" term="%22Alison+Cook-Sather%22">Alison Cook-Sather</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2024 8(1):180-189.
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: <searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink>
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  Data: Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students' and our own experiences of the midterm conversation that we use as a key formative assessment structure and process across three co-facilitated courses. The midterm conversation--a partnership among students and instructors as co-teachers--is embedded in course design and curriculum with the goal of advancing, informing, and sustaining our pedagogical commitments. This case illustrates how we practice assessment as dialogue and as emergent understanding. This practice is based on an expectation of diverse learning goals and outcomes and on trust in students' capacities to direct their learning with reference to their own interests and standards for their work.
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      – Text: English
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      Pagination:
        PageCount: 10
        StartPage: 180
    Subjects:
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Inclusion
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Student Experience
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Midterm Conversations as Co-Creation of Equitable and Inclusive Formative Assessment
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