Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective

Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective

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Assessment is generally not a favorite subject for many teachers, and this is likely due to a perceived tension between the goals they wish to accomplish as educators and the methods of assessments prescribed by accrediting agencies. With even President Obama calling for improvements in assessing ed...

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Main Author: Michael Strawser
Format: Article
Language:English
Published: Park University 2009-08-01
Series:InSight : A Journal of Scholarly Teaching
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spelling doaj-93f095e1c45d47c0badf6fe53f1a80a62020-11-25T02:58:51ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692009-08-0145668https://doi.org/10.46504/04200905stAssessing Assessment: Toward a Hermeneutic-Phenumenological PerspectiveMichael Strawser0University of Central FloridaAssessment is generally not a favorite subject for many teachers, and this is likely due to a perceived tension between the goals they wish to accomplish as educators and the methods of assessments prescribed by accrediting agencies. With even President Obama calling for improvements in assessing education, this paper seeks to develop an innovative phenomenological-hermeneutic model of assessment, one that focuses on the first-person interpretation of one’s transformative educational experience. After the theoretical framework for developing this model is explained, I present an application of the model through the introduction of “mindful reading assignments.”
collection DOAJ
language English
format Article
sources DOAJ
author Michael Strawser
spellingShingle Michael Strawser
Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
InSight : A Journal of Scholarly Teaching
author_facet Michael Strawser
author_sort Michael Strawser
title Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
title_short Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
title_full Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
title_fullStr Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
title_full_unstemmed Assessing Assessment: Toward a Hermeneutic-Phenumenological Perspective
title_sort assessing assessment: toward a hermeneutic-phenumenological perspective
publisher Park University
series InSight : A Journal of Scholarly Teaching
issn 1933-4850
1933-4869
publishDate 2009-08-01
description Assessment is generally not a favorite subject for many teachers, and this is likely due to a perceived tension between the goals they wish to accomplish as educators and the methods of assessments prescribed by accrediting agencies. With even President Obama calling for improvements in assessing education, this paper seeks to develop an innovative phenomenological-hermeneutic model of assessment, one that focuses on the first-person interpretation of one’s transformative educational experience. After the theoretical framework for developing this model is explained, I present an application of the model through the introduction of “mindful reading assignments.”
work_keys_str_mv AT michaelstrawser assessingassessmenttowardahermeneuticphenumenologicalperspective
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