Another dot in the blogosphere?

Reflecting on studio-like evaluation

Posted on: May 18, 2019

Trying to incorporate studio-like sessions into traditional structures is challenging, but the evaluative equivalent is worse.

I had to work with and against the expectation of essay-as-evidence. Outside of exam papers, the semestral take home essay is the most common form of assessment in higher education. Even exams have essays.

The next most common form of assessment might be projects, but this is not always possible because these are even more difficult to grade. The further one moves from paper-based assessments, the more difficult it might seem to quantify.

And that is what evidence of learning in most institutes of higher education looks like — graded assessments. Not evaluations, just grades.

I work against assessments and move towards evaluations by designing and implementing mixed experiences. I work within the system of essays but 1) make them challenging, and 2) embrace praxis.

Praxis is theory put into practice and theory-informed practice. So my evaluations of learning are based not just on what my learners claim to do, they are also based on what they can actually do. I get them to perform by sharing, teaching, critiquing, and reflecting.
 

 
Reflection is particularly important. In my latest design of one Masters level challenge, I asked learners to look back, look around, and look forward at theri writing and their practice. This was challenging not just because of the three prongs but because most students do not seem to reflect deeply and regularly.

But my students rise to such challenges and impress me with their writing and performance.

I am now near the end of providing feedback and grading a written component that incorporated the three prongs. This has been a challenge for me since each student’s work has required me to take between two to three hours to evaluate. This means I process no more than two students’ work each day.

I shall be working over the weekend to tie up loose ends. This means giving all their work a second look and completing an administrative checklist.

Why bother? Because I care about putting evaluation over assessment, measuring studio-based learning with praxis, and nurturing critical reflection.

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