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ERIC Number: EJ946150
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1812-9129
Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach
Duncan, Tisha; Buskirk-Cohen, Allison A.
International Journal of Teaching and Learning in Higher Education, v23 n2 p246-259 2011
Frustrated by students' disappointing performance on traditional exams, an education professor and a psychology professor independently asked their students to simply demonstrate what they had learned during a given time frame. In this article, we will argue that when students are provided opportunities for learner-centered assessment, they dedicate more time, show more creative output, and are often more successful than when answering questions on a traditional assessment measure. Research has demonstrated that students who create their own assessment must show that they understand the information by re-interpreting it in a different way, the very definition of deep learning (Atherton, 2005; Saljo, 1979). When instructors require that students really think about what and how they have learned, they are encouraging further learning to occur (Bransford, Brown, & Cocking, 2000). Sample methods of learner-centered assessment with rubrics are provided, as well as suggestions for implementation and improvement. (Contains 2 tables.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A