AEQ Call for Papers: Collaboration and Assessment

Posted by on June 26, 2004

Academic Exchange Quarterly is an independent peer reviewed journal. This call is for papers on Collaboration and on Assessment, with papers to be published in the Fall 2004 issue. Regular deadline for both calls is late June with a short deadline of July.

http://www.rapidintellect.com/AEQweb/

Collaboration and Consultation in Education
http://www.rapidintellect.com/AEQweb/fall33.htm

Focus:
Educators are no longer able to work in isolation from one another. K-12 schools and universities are embracing the need for collaborative efforts among and between faculty. Interdisciplinary collaboration, in which faculty from various disciplines work with one another to promote connections between otherwise separate curricula, is one of the ways in which educators are making these efforts. Another example of collaboration is that between faculty at the K-12 level and university faculty. In other instances, the need for consultation emerges; consultation has traditionally inferred a triadic relationship between the person with expertise as the consultant, a consultee, and a client, but the emergence of collaborative consultation provides a sense of parity between consultant and consultee.

Educational Assessment
http://www.rapidintellect.com/AEQweb/ontass.htm

Focus:
Our ever more probing measurement of the learning process in all its diverse forms and contexts has enabled significant advances in educational theory and practice at all levels and in all fields. Effective assessment can play a vital role in appropriately placing students, diagnosing learning problems and progress, improving and enriching teacher performance, and in achieving and maintaining academic standards. Assessment can be at the level of the individual learner, the class, the institution, or the educational system as a whole. Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks. To be most helpful in this academic exchange, empirical studies should be clear and explicit about their methodology so that others can replicate or advance their research.