Judicious Assessment for Learning
Existing scholarship and practice of formative assessment frames its definition(s) too broadly and liberally, permitting a diverse range of indiscriminate uses and incompatible agendas of ‘Assessment for Learning’. The Curriculum, Teaching and Learning Academic Group (CTL) seeks erudite and empathetic individuals who are willing to invest in requisite scholarship to develop expertise in judicious understandings and uses of formative assessment practices for learning. Applicants should possess:
An ability to grasp complex theories and contested discourse(s), identify salient issues, construct compelling argument, and exercise judicious acumen for weighing evidence supporting or rebutting scholastic claims and conventions.
Professional expertise/training in a field related to constructing argument and administering/averting consequences would be an asset. Individuals who are legally trained with experience in legal practice or judicial office would be preferred.
For more information on the Curriculum, Teaching & Learning Academic Group, please refer to our webpage, or contact Associate Professor Kelvin Tan (L.L.B.) at firstname.lastname@example.org.