Gender Considerations and Innovative Learning-centred Assessment Practices

摘要: 1. Abstract: The desire to improve the quality of student learning and respond growing diversity in higher education, combined with increasing demands for accountability outcomes have led instructors seek innovative pedagogies alternative forms assessment, beyond that traditional lecture examination format (Angelo & Cross 1993; Frye 1999; Mowl, 1996; Shavelson Huang, 2003). A body literature supports use a wide range learning-centred assessment methods. However, very few studies investigated impact these practices, particularly regard diversity. In this paper we examine potential gender bias considerations relation Evidence from practical classroom experiences, as well education suggests should address biases during interactive methods order enhance inclusivity self- peerassessment environments. Recommendations are suggested implementing college university classroom. We conclude by highlighting need more SoTL research around issues diversity, respect gender, age, ethnicity, cultural, sexual orientation socio-economic status.