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Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation


Reference:

Buchy, M. and Quinlan, K. M., 2000. Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation. Assessment & Evaluation in Higher Education, 25 (1), pp. 81-91.

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Official URL:

http://dx.doi.org/10.1080/713611419

Abstract

The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline (and profession-) specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. They suggest that academics in other fields may wish to consider participatory tools like the scoring matrix or adapt the tools of their own disciplines as ways of collaboratively evaluating teaching in their own disciplines/professions.

Details

Item Type Articles
CreatorsBuchy, M.and Quinlan, K. M.
DOI10.1080/713611419
DepartmentsFaculty of Humanities & Social Sciences > Social & Policy Sciences
RefereedYes
StatusPublished
ID Code22947

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