Innovative Assessment and Pedagogy

This week we continue to enjoy discussions on the topic of pedagogy and assessment. Therefore, we would like to share a 2018 article entitled, “Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education“ by Lock, Kim, Koh, and Wilcox. In this research, the authors present four pedagogical and assessment innovation approaches using Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks. The four approaches include:

1. Problem-based learning

2. Game-based learning

3. Case-based learning, and

4. Technology-enhanced learning

They argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum), meso- (e.g., program), and macro- (e.g., institution) levels.

The authors conclude that there is an expectation for instructors to be innovative in teaching and assessment whereas the institutional structures and support impede innovation. At the micro-level, instructors struggle to meet expectations of students, their own pedagogical goals, and institutional demands. A culture of risk-taking among instructors and students should be supported to sustain on-going innovations of teaching practices.

Lock, J., Kim, B., Koh, K., & Wilcox, G. (2018). Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). https://doi.org/10.5206/cjsotl-rcacea.2018.1.8 (https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1375&context=cjsotl_rcacea)