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Assessment for learning in philosophy

Assessment is bigger than NCEA. It is the means (provides the evidence) by which we are able to judge how effective our teaching is, and for whom. And it is the means by which students can measure their progress.

It is important, therefore, that the intended learning outcomes for any philosophy programme are transparent to students and that the criteria for achievement are understood. Assessment methodologies should be congruent with the skills, understandings, and dispositions that are explicitly or implicitly encapsulated in the learning outcomes.

Assess and reward - what matters

Because ideas and thinking are the core of philosophy, assessment should emphasise and reward these, not rote learning of information (for example). And because reflection, metacognition and independence of thought are valued, students should be actively involved in their own assessment through the use of self-assessment and peer assessment.

Students should become accustomed to using feedback from assessment to improve their own learning in philosophy; teachers should use all assessment evidence to increase their understanding of their students and to plan future teaching. Assessment evidence is a crucial informant in the teaching as inquiry cycle.

Involve students directly in assessment design and practice

Philosophy teachers can:

  • invite students to collaborate in the design of assessment
  • coach students in how to effectively self-and peer-assess
  • use seminar presentations as a means of assessment
  • invite alternative forms of submitted work, for example, podcasts or computer-based presentations, as well as traditional written work
  • encourage students to reflect in writing on their learning or to comment on how the programme is working for them
  • encourage students to keep a weekly log or journal in which they record what they have learned from their teacher, their peers, and about themselves
  • provide ongoing, informal and formal feedback to students on their progress, acknowledging and respecting their questions and points of view
  • formally and informally assess discussion skills.

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Last updated October 24, 2011



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