Constructing assessment practices for knowledge building in science DOI Creative Commons
Robyn Yucel, Margaret Blackie

Teaching in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Oct. 9, 2024

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis generic skills at the expense of disciplinary knowledge. We place knowledge heart authentic and explore how across a programme can contribute to an view broad discipline science. Through metaphor suspension bridge, we relations between knowledge, nature discipline, feedback from assessment, evaluative judgment. argue student reflection science essential but overlooked element provide data support this claim. Critical invites students examine question their worldview assumptions about what it works, giving them epistemic agency deeply engage with often-controversial ways interacts society.

Language: Английский

Towards transformatory critique: reframing curriculum for student focus DOI Creative Commons
Christy Lyons Graham

Teaching in Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 16

Published: April 9, 2025

Language: Английский

Citations

0
The Effect of Student Active Learning on Awareness of Students on Environmental Impacts of Material Selection for Building Application: A Case Study DOI Creative Commons
Mohammad Hajmohammadian Baghban

Lecture notes in civil engineering, Journal Year: 2025, Volume and Issue: unknown, P. 1089 - 1096

Published: Jan. 1, 2025

Language: Английский

Citations

0
Constructing assessment practices for knowledge building in science DOI Creative Commons
Robyn Yucel, Margaret Blackie

Teaching in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Oct. 9, 2024

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis generic skills at the expense of disciplinary knowledge. We place knowledge heart authentic and explore how across a programme can contribute to an view broad discipline science. Through metaphor suspension bridge, we relations between knowledge, nature discipline, feedback from assessment, evaluative judgment. argue student reflection science essential but overlooked element provide data support this claim. Critical invites students examine question their worldview assumptions about what it works, giving them epistemic agency deeply engage with often-controversial ways interacts society.

Language: Английский

Citations

1