Learning From Our Ancestors

Author:

Quinata Lazaro Taitano1,Johnson Kirk1

Affiliation:

1. University of Guam, Guam

Abstract

This chapter reflects on the challenges of criterion-referenced final examinations in higher education within the context of Micronesian cultural realities and suggests alternative approaches that may contribute more constructively to student success. The first explores the transformative role that mentor relationships can have on both student engagement and purposeful and meaningful faculty-student interaction. The second appreciates the powerful contribution that connectivity plays as professors work to create a community of scholars within their university courses. And finally, the authors highlight the value of publishing as a pedagogic tool within a university course that elevates the process of research and writing making the work all the more important and meaningful to students. All three approaches are particularly meaningful due to the cultural relevance of each to Micronesian people.

Publisher

IGI Global

Reference23 articles.

1. Anon. (2014) Criterion-Referenced Test Definition. The Glossary of Education Reform. https://www.edglossary.org/criterion-referenced-test

2. Anon. (2020). The Education Reform Primer: Our History with Standardized Testing. Barton Gilman. https://bglaw.com/the-education-reform-primer-our-history-with-standardized-testing/#:~:text=In

3. Anon. (n.d.). Council on Undergraduate Research - Learning Through Research. https://www.cur.org/

4. Ballengee, J. (2000). An Analysis of Elementary Teachers Attitudes toward and the Instructional Impact of Standardized Tests. Thesis.

5. An International Comparison of Community Engagement in Higher Education.;M.Bernardo;International Journal of Educational Development,2011

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