Marking Gender Studies: The (Radical) Value of Creative-Critical Assessment

Autor/in	Kent, Miriam
Titel	Marking Gender Studies: The (Radical) Value of Creative-Critical Assessment
Quelle	In: Higher Education Pedagogies, 5 (2020) 1, S.61-89 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2020.1771611
Schlagwörter	Student Evaluation; Foreign Countries; Gender Issues; Feminism; Evaluation Methods; Teaching Methods; Higher Education; Masters Programs; Grading; Power Structure; College Faculty; Empowerment; Womens Studies; Critical Thinking; Gender Bias; Social Bias; Creativity; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Ausland; Geschlechterfrage; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Notengebung; Fakultät; Kritisches Denken; Geschlechterstereotyp; Kreativität; Großbritannien
Abstract	Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students' performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution's MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students' and instructors' disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01