Deliberative Assessment for Integrative, Reflective, and Lifewide Learning<br />Darren Cambridge <br />June 8, 2010<br />P...
Rethinking Assessment<br />Assessment means making student learning visible so that it can inform programmatic and curricu...
Looking afresh means asking:<br />What kinds of learning do we value? <br />What assessment process do those values imply?...
What do we value about individual learning and identity development? <br />
Authenticity<br />Finding truth through examination of what is unique about oneself <br />Enacting that difference through...
Social Authenticity<br />	Becoming an authentic individual is not a matter of recoiling from society in order to find and ...
“Finding the Thread in My Life”<br />
Integrity<br />Consistency and coherence over time 			(lifelong)<br />Consistency and coherence across roles 					(lifewid...
From Subject to Author<br />Ordering role of institutions and traditions shifted to individual<br />From being our values,...
Symphonic Employability<br />Career identity integrates<br />Human capital (competencies)<br />Social capital<br />Adaptab...
Social Integrity<br />
Environments for Growth<br />In both personal and professional domains<br />Learning as attitude toward life<br />Supporte...
Implications for How We Do Assessment<br />
Three curricula<br />Kathleen Yancey, Reflection in the Writing Classroom<br />
Competencies<br />Communication<br />Critical Thinking<br />Strategic Problem Solving<br />Valuing<br />Group Interaction<...
Rubrics<br />
Useful <br />Cost-effective<br />Reasonably accurate and truthful<br />Multiple<br />Direct <br />Planned, organized, syst...
Liberal Education for America’s Promise<br /><ul><li>Knowledge of Human Cultures and the Physical and Natural World
Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
Intellectual and Practical Skills
Inquiry and analysis
Critical and creative thinking
Written and oral communication
Quantitative literacy
Information literacy
Teamwork and problem solving
Personal and Social Responsibility
Civic knowledge and engagement—local and global
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong learning
Integrative Learning
Synthesis and advanced accomplishment across general and specialized studies</li></li></ul><li>VALUE Intercultural Rubric<...
Deliberative Assessment<br />Student are privileged informants about their own learning.<br />Evidence of learning needs t...
A New Role for Competencies<br />Standardized: Matching performance to apre-defined set of outcomes<br />Deliberative: Cap...
Competencies in Organizational Learning<br />Standardized: Articulating expectations to students<br />Deliberative: Means ...
Ineffable  Essentially Contested<br />Ineffable outcomes: Things we all think are important but don’t think we can measur...
Liberal Education for America’s Promise (LEAP)<br /><ul><li>Knowledge of Human Cultures and the Physical and Natural World
Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
Intellectual and Practical Skills
Inquiry and analysis
Critical and creative thinking
Written and oral communication
Quantitative literacy
Information literacy
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Deliberative Assessment for Integrative, Reflective, and Lifewide Learning

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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
  • Deliberative Assessment for Integrative, Reflective, and Lifewide Learning

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

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