Abstract
This chapter introduces key terms from the literature of assessment, and provides strategies for designing and evaluating valid and reliable assessments of students’ learning in socially engaged fields.
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Notes
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See also Wetzel’s “Assessment and Feminist Pedagogy” (1999), which describes assessment efforts at Metropolitan State College of Denver, and Patterson and McCulley’s “An Instrument for Assessment of Women’s Studies Programs,” published in Feminist Teacher in 1997. For a more recent description of one program’s efforts to implement assessment using discipline-specific learning outcomes for the purposes of improving instruction and student learning, see Van Slooten, et al., “Assessing Student Learning in Gender, Sexuality, and Women’s Studies: Curricular and Faculty Development in the Two-Year College.”
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For a review of this literature, see, for example, Macalister’s “Women’s Studies Classes and Their Influence on Student Development” (1999); Stake, Sevelius, and Hanly’s “Student Responsiveness to Women’s and Gender Studies Classes: The Importance of Student Attitudes and Classroom Relationships” (2008) both reviews the previous literature and contributes to it.
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Works Cited
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Hassel, H., Launius, C., Rensing, S. (2021). Student Learning and Principles for Assessment. In: A Guide to Teaching Introductory Women’s and Gender Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-71785-8_4
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