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Caribbean Journal of Education

Negotiated Assessment Alternative Tertiary-Level Strategies

Pages: 
122-132
Publication Date: 
April 1996
Issue: 
Abstract: 

 
Assessment is identified as a key issue in managing the process of democratization of the curriculum at all levels. Traditional approaches to assessment are described as inflexible, non-negotiated, non-negotiable, and focused on a product. At the tertiary level in particular, these characteristics are shown to be at odds with the principles of adult learning, and at any level, they are not in keeping with current trends in the other curriculum-related areas. These include, inter alia, learner participation in the decision-making process, collaborative learning, whole learning, individual learning styles, multimodal instructional strategies, experiential learning, and meta-cognition. This report describes examples of the assessment strategies which formed the requirements for four teacher education courses at the Faculty (now School) of Education, University of the West Indies, St. Augustine. Outcomes and their potential for fostering the democratization of the curriculum are discussed. 

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