The document discusses evaluating student performance, character, and depth. It notes that performance is usually evaluated based on measurable skills and knowledge, but education should also focus on social-emotional skills like compassion. While students can recall theories, true understanding requires applying concepts more broadly. Depth involves higher-order thinking like considering multiple viewpoints and self-reflection. The document proposes using peer learning exercises and reflective feedback to help design education that develops character and depth, not just performance.

1. Performance, Character,
and Depth
*
David Sable, PhD
Department of Religious Studies
Saint Mary’s University
david.sable@smu.ca

2. *
*Knowledge and skills
*Concepts
*Basic Problem-solving
*Critical thinking
*Most of the time performance is evaluated on
what we can measure.
2david.sable@smu.ca

3. *
*Social and emotional management, civility, and
compassion are increasingly part of the
responsibility of the whole education system,
classroom based and online (Hart, 2004)
3david.sable@smu.ca

4. *
*Although some students can recall
sophisticated theories and
formulae, they remain unable to
apply them outside of a limited
classroom context.
*Depth implies higher order
understanding, openness to
multiple perspectives, self-
reflection about assumptions and
values, creativity, and application
to complex problems
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5. *
*Interdisciplinary
*40 undergraduates, 50% international students
*Asynchronous
*Individual Learning component
*Reflective Interaction component (groups of 10)
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6. *
*Clear instructions tied to
measurable outcomes
*Frequent, relevant feedback
*Interaction (peer learning)
*But how do we design for
character and depth?
*Peer learning exercise
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7. *
Readings
PowerPoint
Discussion
Topic
Journal
Response
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8. *
Review
Group
Responses
(Journals)
Provide
Comments –
appreciative
and critical
Use
Reflective
Inquiry – the
power of an
open
question
Engagement
and
Integration
8david.sable@smu.ca

9. *
*Performance (50%)
*Clarity
*Retention
*Understanding/Critical Thinking
*Problem-solving
*Character (25%)
*Values
*Examination of Assumptions
*Depth (25%)
Reflective Inquiry
9david.sable@smu.ca