Journal writing as a tool of qualitative assessment in a Kenyan higher education context

Material Information

Title:
Journal writing as a tool of qualitative assessment in a Kenyan higher education context
Series Title:
Journal of Authentic Learning
Creator:
Khamasi, Jennifer Wanjiku, 1959- ( author )
Publication Date:
Language:
English

Subjects

Genre:
Article

Notes

Abstract:
Current public university teaching in Kenya often takes the form of lecture and laboratory demonstration. Lecturing commonly portrays the teacher at the podium with students on the other side unquestioningly consuming the teacher's words. This physical divide symbolizes the authoritative teacher centered approach entrenched in a binary position of them/us. This paper is reports an action research project performed at a Kenyan university. The author used journal writing to institute a culture that engaged and nurtured students’ voices and experiences, and gave meaning to the relationships between students’ lives and school knowledge. Excerpts from student journal writings reveal their initial reluctance, then enjoyment of the journal writing process. The author finds the journal is an effective tool for providing feedback to improve and assesses the practice of learning and teaching.
General Note:
Submitted by Brian McDonald (bmcdonal@oswego.edu) on 2005-05-12.
General Note:
Made available in DSpace on 2005-05-12T16:49:34Z (GMT).

Record Information

Source Institution:
SUNY Oswego
Holding Location:
SUNY Oswego
Rights Management:
All applicable rights reserved by the source institution and holding location.

Related Items

Related Item:
http://hdl.handle.net/1951/391