Abstract
Within the dialogue regarding assessment of outcomes, it is common to focus on content expertise. An alternative framework relies upon an understanding of the instructor as an expert learner. The instructor-as-expert-learner has capabilities with multiple disciplining technologies (learning strategies that have emerged and evolved within our culture in the form of academic disciplines) and is able to discern the technology that will meet the learners' needs most effectively. Expert learners deconstruct disciplining technologies in order to recognize the multiple and varied paths that can be taken to desired learning outcomes. The instructor-as-expert-learner must also recognize and negotiate the technologies of power (standards and accountability systems that are hegemonic within the current education system) and overcome the assumption that assessment is about accountability and compliance.
| Original language | American English |
|---|---|
| Title of host publication | Rubric Nation |
| Subtitle of host publication | Critical Inquiries on the Impact of Rubrics in Education |
| Editors | Michelle Tenam-Zemach, Joseph E. Flynn, Jr. |
| Place of Publication | Charlotte, NC |
| Chapter | 4 |
| Pages | 47 |
| Number of pages | 66 |
| ISBN (Electronic) | 9781623969639 |
| State | Published - 2015 |
| Externally published | Yes |
Keywords
- Grading and marking (students)
- Education
- standards
- education
- evaluation
- United States
Disciplines
- Education
- Educational Assessment, Evaluation, and Research