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Deliberative Assessment for Integrative, Reflective, and Lifewide Learning
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Deliberative Assessment for Integrative, Reflective, and Lifewide Learning


Keynote presentation at PebbleBash 2010, Shifnal, UK, June 9, 2010

Keynote presentation at PebbleBash 2010, Shifnal, UK, June 9, 2010

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  • Disciplines and professional organizations already have standards from which you can begin – you probably know these better than I do for you fields
  • There’s an extent to which this is valuable and necessary. I want the doctor operating on me to to have specific skills and knowledge that is well-defined and tested and about which there is a strong consensus on the profession. Deliberative assessment should not be seen as a wholesale replacement for other forms of assessment
  • Intercultural knowledge and competence
  • Three dimensions, two frames
  • Could cut


  • 1. Deliberative Assessment for Integrative, Reflective, and Lifewide Learning
    Darren Cambridge
    June 8, 2010
    PebbleBash, Telford, UK
  • 2. Rethinking Assessment
    Assessment means making student learning visible so that it can inform programmatic and curricular innovation and demonstrate effect on learning and identity development
  • 3. Looking afresh means asking:
    What kinds of learning do we value?
    What assessment process do those values imply?
    How does this change how we think about outcomes and evidence?
  • 4. What do we value about individual learning and identity development?
  • 5. Authenticity
    Finding truth through examination of what is unique about oneself
    Enacting that difference through creative expression
    Protecting choice as a core value
  • 6.
  • 7. Social Authenticity
    Becoming an authentic individual is not a matter of recoiling from society in order to find and express the inner self. What it involves is the ability to be a reflective individual who discerns what is genuinely worth pursuing within the social context in which he or she is situated.
  • 8.
  • 9. “Finding the Thread in My Life”
  • 10. Integrity
    Consistency and coherence over time (lifelong)
    Consistency and coherence across roles (lifewide)
    Achieved and asserted through narrative
  • 11. From Subject to Author
    Ordering role of institutions and traditions shifted to individual
    From being our values, relationships, and experiences to having them
    Overarching principles that mediate competition
    Thinking about the self as a system you compose and conduct
  • 12. Symphonic Employability
    Career identity integrates
    Human capital (competencies)
    Social capital
    Cultivated by narrative
    - Ashford et. al.
  • 13. Social Integrity
  • 14. Environments for Growth
    In both personal and professional domains
    Learning as attitude toward life
    Supported by inviting environments rich in content and people
    Technology as a means to guide and support
    Communicated by the portfolios as a whole
    Can inform her profession
  • 15. Implications for How We Do Assessment
  • 16. Three curricula
    Kathleen Yancey, Reflection in the Writing Classroom
  • 17. Competencies
    Critical Thinking
    Strategic Problem Solving
    Group Interaction
    Global Understanding
    Effective Citizenship
    Aesthetic Awareness
    Information Technology
  • 18.
  • 19. Rubrics
  • 20.
  • 21. Useful
    Reasonably accurate and truthful
    Planned, organized, systematized and sustained
    Kinds of direct evidence
    Portfolios of student work
    Student reflections on their values, attitudes, and beliefs, if developing those are intended outcomes of the course or program
  • 22. Liberal Education for America’s Promise
    • Knowledge of Human Cultures and the Physical and Natural World
    • 23. Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
    • 24. Intellectual and Practical Skills
    • 25. Inquiry and analysis
    • 26. Critical and creative thinking
    • 27. Written and oral communication
    • 28. Quantitative literacy
    • 29. Information literacy
    • 30. Teamwork and problem solving
    • 31. Personal and Social Responsibility
    • 32. Civic knowledge and engagement—local and global
    • 33. Intercultural knowledge and competence
    • 34. Ethical reasoning and action
    • 35. Foundations and skills for lifelong learning
    • 36. Integrative Learning
    • 37. Synthesis and advanced accomplishment across general and specialized studies
  • VALUE Intercultural Rubric
  • 38. Deliberative Assessment
    Student are privileged informants about their own learning.
    Evidence of learning needs to come from multiple contexts, and the relationships between them need to be articulated.
    Assessment should be a system of deliberative processes inclusive of all stakeholders that makes programs more responsive to them.
  • 39. A New Role for Competencies
    Standardized: Matching performance to apre-defined set of outcomes
    Deliberative: Capture standards all stakeholders value as enacted in practice and examining alignment of both student and programmatic performance
  • 40. Competencies in Organizational Learning
    Standardized: Articulating expectations to students
    Deliberative: Means for mutually accountable connection between individual and organizational learning
    Boundary objects: “Boundary objects are objects that are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites” (Leigh Star 1989)
  • 41. Ineffable  Essentially Contested
    Ineffable outcomes: Things we all think are important but don’t think we can measure
    E.g., ethics, leadership, social responsibility
    Essentially contested concept (Gallie, 1956)
    More optimal development because of contestation
  • 42. Liberal Education for America’s Promise (LEAP)
    • Knowledge of Human Cultures and the Physical and Natural World
    • 43. Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
    • 44. Intellectual and Practical Skills
    • 45. Inquiry and analysis
    • 46. Critical and creative thinking
    • 47. Written and oral communication
    • 48. Quantitative literacy
    • 49. Information literacy
    • 50. Teamwork and problem solving
    • 51. Personal and Social Responsibility
    • 52. Civic knowledge and engagement—local and global
    • 53. Intercultural knowledge and competence
    • 54. Ethical reasoning and action
    • 55. Foundations and skills for lifelong learning
    • 56. Integrative Learning
    • 57. Synthesis and advanced accomplishment across general and specialized studies
  • Eportfolios for Contested Outcomes
    Measurable learning outcome: Ability to articulate a reasoned stance based on evidence
    Makes multiple understandings of outcomes visible
    Requires reasoning to be articulated
    Grounds understanding in evidence and experience
    Puts multiple positions into conversation
  • 58.
  • 59.
  • 60.
  • 61.
  • 62. New Ways of Thinking about Evidence
  • 63. Academics as Test of Self
    We intended for curricular content to be an central source of evidence and ideas and strategies, but it didn’t show up this way
    Class work functioned as
    A demonstration of character virtues
    An experience
    A goal putting aspiration towards those virtues in action
  • 64. Complicating Evidence
    Eportfolios are reflection on a selection of digital evidence
    Link between evidence and reflection distinguishes eportfolios and other digital means for
    supporting reflective learning
    Managing information about knowledge, skills, abilities and experiences
    “Evidence” is the documents included in a portfolio on which the author reflects
    Use of evidence in practice is more complex than the eportfolio literature often acknowledges
  • 65. An Emergent Typology of Use of Evidence in ePortfolios
    Characteristics of item used as evidence
    Purpose of incorporating evidence
    Rhetorical Function
    Characteristics of associated learning activities
  • 66.
  • 67. Matches and Mismatches
    Reflective description of evidence
    Content of evidence
    Local – site of specific evidence use
    Global – the whole portfolio
    Matches and mismatches yield more sophisticated understanding and resources for supporting portfolio authors
  • 68. An Example: Richard Zepp’s ePortfolio
  • 69.
  • 70. Public Displays of Connection
    Blogroll and friends lists as messages (Donath and boyd, 2004)
    Intentional performance of identity rather than a transparent representation of a social network beyond the system
    Network as implicit validation of profile information
  • 71.
  • 72. danah boyd as suicide girl
    “impression management is an inescapably collective process” (2008)
  • 73.
  • 74.
  • 75. Participation
    • Neither fully production or consumption
    “Materially connected”: meaning and functionality dependent on connections (Perkle 2008)
    • Challenges conventional conceptions of “authorship” and “ownership” and “control”
  • Deliberative E-Portfolio Assessment
    Assessment as both a social and individual good means moving:
    From measuring outcomes to putting authentic, integral self-representations into conversation
    From consensus to contestation
    From proof to inquiry
    From authorship to participation with authenticity and integrity
  • 76. Available from Jossey-Bass, October, 2010 
    Published by Stylus, 2009
    ncepr.org/darren(slides here)