Narrative Inquiry as an Assessment Tool

A Course Case Study

Abstract

In an effort to study assessment as an element in the scholarship of teaching, the investigator incorporated narrative inquiry into two courses. A content-analysis matrix of student reflections was developed to capture choice of topic, source of conflict/programme, interaction with information/situation, and demographic information. Electronic journaling enabled students to self-assess areas for improvement and to assess peers' situations and problem-solving approaches. Journals helped instructors to assess students' areas of concern; how students solved critical issues; and degree to which course content dealt with the critical events. The activity also fostered a sense of a community and helped link academic coursework and field experience.