Should student learning journals be assessed?

This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning j...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2005-06, Vol.30 (3), p.287-296
Main Author: Creme, Phyllis
Format: Article
Language:English
Subjects:
Academic grading
Action Research
Collaboration
College Students
England (Sussex)
Evaluation Methods
Foreign Countries
Formative Evaluation
Higher Education
Journal Writing
Learning
Student Evaluation
Student Journals
Teaching methods
Writing
Writing instruction
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Summary:This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this 'different' form of writing. In conclusion, 'compromise' solutions to the question are proposed.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602930500063850