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Flournoy  \nQuest University, [ellen.flournoy@questu.ca](ellen.flournoy@questu.ca)[ ](ellen.flournoy@questu.ca)[Lauren C. Bauman](Lauren C. Bauman)  \nQuest University, [lauren.bauman@questu.ca](lauren.bauman@questu.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2021.1.14207](https://doi.org/10.5206/cjsotlrcacea.2021.1.14207)  \nRecommended Citation  \nFlournoy, E. L., & Bauman, L C. (2021) . Collaborative assessment: Using self-assessment and reflection for student learning and program development. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2021.1.14207](https://doi.org/10.5206/cjsotlrcacea.2021.1.14207)  \nCollaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development  \nAbstract  \nAs program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.  \nAu fur et à mesure que l’évaluation de programmes fait de plus en plus partie intégrante du paysage de l’enseignement supérieur, il en va de même du débat sur l’efficacité des méthodes d’évaluation actuelles. Traditionnellement, les étudiants et les étudiantes ne participent pas à l’évaluation, ni à cellede leur propre apprentissage ni à celle de l’efficacité des programmes ou de l’établissement. Notre processus d’évaluation présente une alternative à l’évaluation traditionnelle de programmes et a pour but d’améliorer l’apprentissage des étudiants et des étudiantes de deux manières : 1) en demandant aux étudiants et aux étudiantes de réfléchir à la manière dont ils et elles ont atteint les résultatsd’apprentissage, à l’aide de méthodes basées sur l’évidence, et 2) en fournissant aux praticiens del’évaluation des données authentiques et contextualisées sur lesquelles ils peuvent se prononcer sur les programmes d’études. Ce processus d’évaluation en collaboration a été conçu pour répondre aux besoins complexes d’un programme de rhétorique transdisciplinaire mais il répond également à denombreuses préoccupations générales concernant les méthodes d’évaluation traditionnelles.  \nKeywords  \nprogram assessment, collaborative assessment, reflection, self-assessment; évaluation de programmes, évaluation en collaboration, réflexion, auto-évaluation  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2021.1.14207](https://doi.org/10.5206/cjsotlrcacea.2021.1.14207)  \nWhy Are We Doing This? The Assessment Conversation  \nTo whom are we, post-secondary educators, accountable? How do we measure success? What are acceptable standards for that measurement? Does the measurement itself influence the learning process? Program and institutional assessment talk revolves around questions such as these. Not surprisingly, the many answers and opinions can c","cbCaisl8xDddFR8Z","https://ap.wps.com/l/cbCaisl8xDddFR8Z","pdf",282824,21,"English","# Collaborative Assessment: Using Selfassessment and Reflection for Student Learning and Program Development\n## Abstract\n## Why Are We Doing This? The Assessment Conversation","[{\"question\":\"What problem does the article address regarding assessment in higher education?\",\"answer\":\"It addresses the debate over the efficacy of current assessment methods and the traditional lack of student participation in both their own learning assessment and program or institutional efficacy.\"},{\"question\":\"How does the collaborative assessment process work?\",\"answer\":\"Students reflect on their achievement of learning outcomes using evidence-based self-assessment methods, and assessment practitioners use authentic, contextualized data to make claims about curricula.\"},{\"question\":\"Why is this approach considered alternative to traditional program-level assessment?\",\"answer\":\"It is designed to improve student learning and to provide assessment practitioners with data that supports curriculum-related decisions, while responding to general criticisms of traditional assessment.\"}]","Collaborative Assessment - Using Self-assessment and Reflection for Student Learning and Program Development | PDF",1792082586,53]