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Learning Through Community Engagement pp 185–197Cite as

Assessment Strategies for New Learning

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Abstract

Assessment of student learning in PACE is a difficult and complex endeavor if it is to be done well. The new kinds of learning that result from PACE are not assessed easily or in a straightforward way due largely to the unique practical and pedagogical challenges presented by learning through participation. This chapter explores these challenges, and highlights some of the creative and innovative approaches used by academics. Nonetheless, as discussed in the chapter, there are still open questions about what can and should be assessed. In order to find the most effective methods, It is also necessary that we allow space and support for experimentation by academics.

‘Not everything that can be counted counts, and not everything that counts can be counted.’

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Acknowledgments

The authors wish to acknowledge the generosity of the academics who shared their assessment tools and approaches.

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Authors and Affiliations

  1. Macquarie University, Sydney, Australia

    Theresa Winchester-Seeto & Anna Rowe

Authors
  1. Theresa Winchester-Seeto
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  2. Anna Rowe
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Corresponding author

Correspondence to Theresa Winchester-Seeto .

Editor information

Editors and Affiliations

  1. Macquarie University School of Education, Sydney, Australia

    Judyth Sachs

  2. PACE, Macquarie University, Sydney, Australia

    Lindie Clark

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© 2017 Springer Science+Business Media Singapore

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Winchester-Seeto, T., Rowe, A. (2017). Assessment Strategies for New Learning. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_12

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  • DOI: https://doi.org/10.1007/978-981-10-0999-0_12

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0997-6

  • Online ISBN: 978-981-10-0999-0

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