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In the context of renewed curricula reform, assessment and pedagogy are foregrounded to support student learning. Four innovation approaches are presented—problem-based, game-based, case-based, and technology-enhanced learning—framed through Shulman’s Signature Pedagogies and Tatar’s Design Tensions. 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(2018). Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/ 8  \nNavigating the Tensions of Innovative Assessment and Pedagogy in Higher Education  \nAbstract  \nInnovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman’s (2005) surface, deep and implicit structures. We argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum), meso- (e.g., program), and macro- (e.g., institution) levels. We acknowledge that dynamic tensions continually exist and needs to be thoughtfully navigated in support of innovative assessment and pedagogies in higher education.  \nDans l’enseignement supérieur, les pratiques innovatrices en salle de classe ajoutent des défis et des tensions aux programmes et aux structures institutionnelles. Suite à l’importance accrue récemment attachée à laréforme des programmes d’études, l’accent est mis sur l’évaluation et les pratiques pédagogiques pour soutenirl’apprentissage des étudiants. Afin d’illustrer les tensions qui découlent de ces efforts, nous présentons quatre approches de pédagogie et d’évaluation innovatrices qui font appel à la fois aux cadres de Shulman, Signature Pedagogies (2005), et à ceux de Tatar, Design Tensions (2007). Les quatre approches comprennentl’apprentissage par problèmes, l’apprentissage fondé sur le jeu, l’apprentissage basé sur des cas et l’apprentissage amélioré par les technologies. Chaque approche est examinée et traite des tensions qui endécoulent en faisant appel aux structures de surface, profondes et implicites de Shulman (2005). Nous soutenons qu’il existe une complexité inter-connectée et des visions conflictuelles aux niveaux micro (par ex. en salle de classe ou durant les stages), meso (par ex. dans les programmes) et macro (par ex. au niveau del’établissement). Nous reconnaissons que les tensions dynamiques existent de façon continue et doivent être soigneusement examinées pour soutenir l’évaluation et les pédagogies innovatrices dans l’enseignementsupérieur.  \nKeywords  \nassessment, signature pedagogy, design tensions, higher education, teachers, school psychologist  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/8](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/8)  \nLock et al.: Navigating the Tensions of Innovati","cbCaiaPd1UPwEzOc","https://ap.wps.com/l/cbCaiaPd1UPwEzOc","pdf",331771,"English","# Abstract\n## Innovative assessment and pedagogy in higher education\n## Four pedagogical and assessment innovation approaches\n## Tensions across micro, meso, and macro levels\n## Supporting innovative assessment and pedagogies","[{\"question\":\"What tension does the paper focus on in higher education assessment and pedagogy?\",\"answer\":\"It examines the tensions created when innovative classroom practices are introduced into higher-education programs and institutional structures, especially under curricula reform emphasizing assessment and pedagogy.\"},{\"question\":\"Which four innovation approaches are analyzed?\",\"answer\":\"The paper analyzes problem-based learning, game-based learning, case-based learning, and technology-enhanced learning as pedagogical and assessment innovations.\"},{\"question\":\"How do the authors frame the approaches to analyze tensions?\",\"answer\":\"They use Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks, examining surface, deep, and implicit structures.\"}]","Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education - April 2018 - Article 8 | PDF",1792081751]