Discourses and practices in teaching methods and assessment: insights from an early career academic

Translating the purposes of education into practice is particularly challenging for those who are new or have recently entered academia. By reflecting on my first years of teaching in higher education, I discuss two key aspects of my teaching practice: shifts in choice of teaching methods and a critique of different forms of assessment. Through the discussion, I argue that a teacher needs to be reflective on both these aspects and that such reflection needs to be carried out so that the student develops into a “self-directing,” “self-monitoring,” and “self-correcting” individual. At the end of the discussion, the relevance of a “project-based learning” approach starts to become significant in taking my pedagogical practice forward.