Abstract:
How can transdisciplinary learning experiences for students be integrated into assessment formats in higher education? Transdisciplinary assessment at universities requires written formats that foster critical thinking, problem-solving skills, and the development of (scientific) attitudes among students. In short, formats that promote personal growth.
This article presents the Lernzettelkasten as a potential good-practice example of a written assessment format that encourages both teachers and students to engage with cross-disciplinary perspectives of meaning. In doing so, it aims to facilitate self-reflective and self-critical thinking. The following contribution presents the „Lernzettelkasten“ (learning note box) as a potential good-practice example of a written assessment format designed to encourage both teachers and students to engage in perspective transformation, thereby facilitating self-reflective and self-critical thinking.
Über die Autor*innen:
- Nadja Schlindwein,
akad. Mitarbeiterin, Institut für Allgemeine Pädagogik, Karlsruher Institut für Technologie
