A Duoethnographic Exploration of Two Counselor Educators’ Growth in Assessment in Teaching

Authors

Phillip L. Waalkes Dr., University of Missouri-St. LouisFollow
Daniel A. DeCino Dr., University of South DakotaFollow

DOI

https://doi.org/10.7290/tsc020101

Abstract

Assessment in teaching is a challenge for many beginning counselor educators. Although many researchers have discussed the importance of student learning outcomes, few have explored counselor educators’ experiences using assessment in their courses. In this duoethnographic inquiry, we engaged in a critical and reflective dialogue of our experiences with assessment. We aimed to acknowledge our biases, identities, and emotions related to assessment in transformative ways. For [researcher 1], our dialogue helped me gain theoretical and emotional perspective on assessment and inspired specific changes to my assessment practices including focusing more on process-based, low stakes assessment, developing clearer learning goals, and providing feedback from a phenomenological perspective. For [researcher 2], our dialogue helped me link past experiences of being graded to my relationships with teachers, explore my role in subjectivity and performance based assessments, and deconstruct memorable moments of assessment to further my identity development as a counselor educator.

Recommended Citation

Waalkes, Phillip L. Dr. and DeCino, Daniel A. Dr. (2020) "A Duoethnographic Exploration of Two Counselor Educators’ Growth in Assessment in Teaching," Teaching and Supervision in Counseling: Vol. 2 : Iss. 1 , Article 1.
https://doi.org/10.7290/tsc020101
Available at: https://trace.tennessee.edu/tsc/vol2/iss1/1