Abstract
Assessment and grading in higher education have traditionally focused on “A” through “F”, or point-based alpha-numeric letter grades and subjective, independent grading systems. Despite the ubiquity of this system, there are no universal guidelines on how to assess student learning on that scale. What can be problematic about “the way things have always been” is that students are frequently de-humanized; higher education faculty often focus on compliance and authoritarian teaching rather than engaging in the learning process alongside the students. In contrast, some faculty members have explored non-traditional assessment practices in their coursework to enhance the learning process and improve individualized student support. This article offers strategies for implementing non-traditional assessments, specifically mediated office hours, mastery learning, and ungrading strategies are addressed.
Highlights
Teaching and assessing the learning of future teachers is a primary responsibility for education faculty; yet faculty may not be learning or implementing the best pedagogical and assessment practices
There is a dearth of literature about the ways in which faculty in teacher preparation programs are trained to design instruction, teach in face-to-face and online environments, and assess preservice teacher learning
Colleague and student beliefs and perceptions about assessment are one challenge confounded by the accountability measures, such as the state education departments and higher education accreditation bodies, required of teacher education programs
Summary
How to cite this paper: Newton, J. Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges. Journal of Culture and Values in Education, 3(1), 39-51.
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