ABSTRACT
This chapter seeks to examine the issues raised for feminist pedagogy by the need to deliver measurable and comparable assessment criteria for programmes in Higher Education. It discusses issues raised by the assessment of the module ‘Feminist Perspectives’. Typical groups comprise both men and women, some of whom are completely new to feminist ideas and methods. Two features of the ‘Feminist Perspectives’ assessment are particularly important: the negotiated element and the invitation to creativity and engagement of personal experience. The new emphasis on innovative methods of learning and teaching, which in itself commands different levels of assent in different institutions, and in departments within those institutions, is nevertheless a key issue in the public agenda of Higher Education, and one which has a bearing on assessment. Risk-taking which is responsible risk-taking is an important and necessary component of feminist pedagogy.
