Should Student Learning Journals Be Assessed?

Autor/in	Creme, Phyllis
Titel	Should Student Learning Journals Be Assessed?
Quelle	In: Assessment and Evaluation in Higher Education, 30 (2005) 3, S.287-296 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Stellungnahme; Formative Evaluation; Action Research; Student Journals; Journal Writing; Foreign Countries; College Students; Higher Education; Evaluation Methods; Student Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Projektforschung; Studentenzeitung; Zeitschriftenaufsatz; Ausland; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10