ERIC Number: EJ718842
Record Type: Journal
Publication Date: 2005-Jun
Reference Count: 15
Should Student Learning Journals Be Assessed?
Assessment and Evaluation in Higher Education, v30 n3 p287-296 Jun 2005
This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this "different" form of writing. In conclusion, "compromise" solutions to the question are proposed.
Descriptors: Formative Evaluation, Action Research, Student Journals, Journal Writing, Foreign Countries, College Students, Higher Education, Evaluation Methods, Student Evaluation
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)