Assessing Assessment: Toward a Hermeneutic-Phenomenological Perspective

dc.creator	Michael Strawser, PhD
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:43Z
dc.date.available	2015-08-12T11:19:43Z
dc.identifier	1933-4850
dc.identifier	1933-4869
dc.identifier	https://doaj.org/article/96beff19961b4a4e9b466f3703ab8935
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27811
dc.description	Assessment is generally not a favorite subject for many teachers, and this is likely due to a perceived tension between the goals they wish to accomplish as educators and the methods of assessments prescribed by accrediting agencies. With even President Obama calling for improvements in assessing education, this paper seeks to develop an innovative phenomenological-hermeneutic model of assessment, one that focuses on the first-person interpretation of one’s transformative educational experience. After the theoretical framework for developing this model is explained, I present an application of the model through the introduction of “mindful reading assignments.”
dc.language	English
dc.publisher	Park University
dc.relation	http://www.insightjournal.net/Volume4/AssessingAssessmentHermeneuticPhenomenologicalPerspective.pdf
dc.relation	https://doaj.org/toc/1933-4850
dc.relation	https://doaj.org/toc/1933-4869
dc.source	InSight : A Journal of Scholarly Teaching, Vol 4, Iss 1, Pp 56-68 (2009)
dc.subject	Assessment
dc.subject	Education
dc.subject	Phenomenology
dc.subject	Hermeneutic
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Assessing Assessment: Toward a Hermeneutic-Phenomenological Perspective
dc.type	article