Fall 1999
Vol 8 Issue 1

IN THIS ISSUE...

Student Voices-Insights on Invaluable Learning Experiences

Taking Learning and Leadership Seriously

Redefining the Learning Environment

A Win-Win Situation for Everyone

Challenging Beliefs about Good Teaching

Student Collaboration

An Emphasis on Quality Learning

Involvement in the Teaching Process

Providing Support and Motivation

The Human Side of Education

Learning and Sharing

No Place for Prejudice

Learning at a Community College: An International Perspective

ASSIDERE

Getting Students Involved in Assessment

Students Sharing Their Learning

Putting Our Best Foot Forward

SEE ALSO...
The Labyrinth

Getting Students Involved in Assessment
Maria Harper-Marinick, MCLI

"If assessment is ever to improve substantially the quality of student learning, and not just provide greater accountability and efficiency, both faculty and students must become actively, continuously, and personally involved." (Angelo, 1994). I wholeheartedly agree with Tom Angelo's statement. So, when I first heard that the theme for this issue of our publication is "Students Voices: Seeds for Meaningful Dialogue About Learning," my reaction was an enthusiastic "Yes, it is about time we let students have a say. Just think of the possibilities!" Then I began to think about ways in which we could truly get students involved in the process of designing and implementing assessment, and I realized that it is not as simple as it may sound.

Most of us listen to students' voices through surveys, interviews, and focus groups as we attempt to measure students' attitudes and opinions about their satisfaction with their educational experience. No other way exists to assess students' perceptions but to ask students themselves. Through participation, students become involved in the assessment process. However, what about "direct" evidence of learning and student development? Can we ask students to help us design the tools that would be used to determine if they have learned (or not learned) a particular skill? Should we do this?

Some would believe that because students, for the most part, are not experts in courses they are taking or in assessment, they should not be expected to make decisions about what needs to be taught and/or assessed. Students may know their own learning style, how they prefer to have information presented, and what makes them learn best, but not necessarily what they need to learn for a given course. The same can be said for assessment. Assessment is an integral component of a course design. What is assessed and how it is assessed are determined largely by the nature of the course and the learning competencies, not by the material students like or want to be covered. What does it mean, then, to make students "actively, continuously, and personally" involved, as Angelo suggests?

We can begin by educating students about what assessment really is. Thus, we remove the sense of fear and punishment that are usually attached to it. We should make assessment a continuous, iterative process of checks and feedback instead of a one-time event, the "test." We should involve students in self-evaluation and reflection. We should ensure that students understand that assessment is not about "passing the test and getting a grade," or about "submissively regurgitating facts," as student Estevan Rivera eloquently says in his Forum article. At the very least, we should communicate to students our standards and expectations.

In this issue of Assidere, we hear the voice of Pam Akina, a student at CGCC. Pam shares her insights about the connection between learning and assessment and the value of peer evaluations, portfolios, and webfolios. Pam's article illustrates how effective portfolios can be when used as an assessment tool.

If anyone is interested in receiving information about the purpose, design, and implementation of student portfolios, please send a request to Maria Harper-Marinick at the MCLI (maria.harper-marinick@domail.maricopa.edu) or visit the MCLI Assessment and Evaluation site:
http://www.mcli.dist.maricopa.edu/ae