Excellent Assesment: The impact of implicit value judgement
In the field of pedagogy, there has been an increase of interest in assessing students within the context of Higher Education. It is argued that students need to become “lifelong learners”, in order to adapt themselves to the demands of a rapidly changing economy. Sustainable assessment, as an elaboration on the well-know practice of formative assessments, is discussed as a didactic tool for developing these skills. Comparativeness within the global knowledge economy has been a strong motivation for the Dutch ministry of Education, Culture and Science to erect Honours Programmes within the Dutch Higher Education system. This incentive therefore places “excellence” within a larger discussion of lifelong learning and sustainable assessment.
Sustainable assessment is aimed at training students to evaluate their own work. The discussion on this subject matter has interestingly drawn attention to the intricacies of assessing, which arguably have far reaching consequences for the concept and practice of Honours education. Defining something as “excellent” – whether designing or teaching in an Honours Programme – is first and foremost a value judgement, one that is informed by tacit knowledge as well as personal experiences and value systems. The aim of a Socratic dialogue is exactly to investigate how tacit knowledge and personal values impact upon our daily practices in both teaching and assessing Honours students.
Preparatory work: In order to participate in the workshop, please prepare a question about “excellence” and/ or Honours education that is based on your experiences as a teacher and feels most urgent.
This workshop is given by Mariska Versantvoort, of Willem de Kooning Academy, University of Applied Sciences Rotterdam.