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Assessing curriculum planning for humanities inquiry: the challenges and opportunities of poster presentation

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journal contribution
posted on 2016-01-01, 00:00 authored by Heather WallaceHeather Wallace, Marylou Preston, Kate Harvie
Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.

History

Journal

Australian journal of teacher education

Volume

41

Issue

12

Article number

5

Pagination

67 - 82

Publisher

Edith Cowan University

Location

Joondalup, W.A.

ISSN

1835-517X

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2016, The Authors