Catherine Marienau

Self-Assessment at Work: Outcomes of Adult Learners' Reflections on Practice.

This qualitative study examined the outcomes of engaging in self-assessment as perceived by students in an experience-based graduate program. Self-assessment is one of the elements of experiential learning that provided the framework for this study. Fifty students in three groups participated in an iterative process of focus group interviews and follow-up surveys over 12 months. An additional 30 students generated data upon graduation. Fifteen themes representing specific out-comes of self-assessment emerged from an inductive analysis of the data within and across groups. The findings indicated that self-assessment serves as a powerful instrument for experiential learning, strengthens commitment to competent performance in the workplace, enhances higher order skills for functioning in the workplace, and fosters self-agency and authority. The findings were interpreted within frameworks concerning experiential learning, workplace performance, and personal development. Self-assessment was found to offer profound benefits to participants and to earn an integral place in the curriculum.

Constructive‐development Theory as a Framework for Assessment in Higher Education

ABSTRACT This paper examines the relevance of constructive‐developmental models, particularly Kegans (1994) recent application and expansion of his earlier theory, to higher educations over‐arching aims for student learning and development. We describe why and how such theories might effectively be used to frame assessments, thus serving the goal of enhancing quality. We also explore ethical concerns associated with using development theory as a basis for educational assessment.

Broadening the scope of scholarship: A suggested framework

Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyers categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul Universitys School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.

Bringing Students' Experience to the Learning Process.

Experience has been the focus of many approaches to student engagement and active learning. However, how can students make that critical connection between their own experiences and what they are studying? The authors show how student reflection is the key ingredient for transforming experience into meaningful learning.