Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. / Facilitated Roundtable Discussion
Are critical assessment practices possible? Is the role of assessment fundamentally at odds with critical library pedagogy? Assessing both instructor performance and student learning can rationalize academic programs or services, demonstrate student learning, measure teacher performance accountability, or provide feedback on the efficacy of instruction. In today’s neoliberal higher education landscape this is often reflected through “value” and “return on investment.” Given the fraught purposes of assessment in higher education, what would critical assessment look like in practice? This roundtable will ask participants to discuss the tension and propose assessment methods that are congruent with a critical pedagogy perspective.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/607814 |
| Date | 02 1900 |
| Creators | Gardner, Carolyn Caffrey, Halpern, Rebecca |
| Contributors | University of Southern California |
| Publisher | The University of Arizona |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | Proceedings |
| Rights | CC BY-NC 4.0 http://creativecommons.org/licenses/by-nc/4.0/ |
Page generated in 0.0027 seconds