Citation

Langendorfer SJ. Int. J. Aquatic Res. Educ. 2007; 1(4): 305-310.

Copyright

(Copyright © 2007, Bowling Green State University)

DOI

10.25035/ijare.01.04.01

PMID

unavailable

Abstract

No, I am not referring to the most obvious "A" word (i.e., aquatics). As I promised regular readers of my editorial in the last issue, this editorial focuses on a different "A" word: assessment. Assessment, defined by Palomba and Banta (1999) as "the systematic collection, review, and use of information about educational programs for the purpose of improving student learning and development" (p. 4), certainly seems to hold negative connotations among both instructors and students, at least in higher education (e.g., an inside joke among members of BGSU's Student Achieve- ment Assessment Committee is that we have to disguise the committee's purpose by only referring to "the A word" in public). I wonder if part of the negativity toward assessment stems from an original meaning of assess, which is "to set or fix a certain sum against, as a tax, fine, or special payment" (McKechnie, 1983). Nobody likes taxes; therefore nobody likes assessment. More interestingly, the word actually can be traced all the way back to the Latin assidere, "to sit alongside." To me, the latter meaning connotes a kinder, gentler image for assessment of a supportive teacher sitting down next to a learner as she provides positive, constructive feedback and encouragement while promoting that student's learning.

Language: en