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Author Archives: Gabrielle Kahn
Session 3
At this session, we continued to consider questions about theory, and how the beliefs underlying learning that inspire our program design/activity should also help guide our assessment-in-community praxis. We additionally talked about next steps we would take over the winter to move our individual research projects forward, and how we might collaborate to seek out […]
Session 2
At this session, we turned our attention to theory, asking ourselves what kinds of theoretical frameworks might best ground our assessment-in-community research. We read about, and discussed, the work of Vygotskyan Sociocultural Theoretical scholars, Standpoint epistemologists, and Production of Space theorists, considering aspects of these frameworks that might speak to our program principles and the […]
Session 1
At this session, we refreshed our memories about methodology, including possible steps to take in implementing a Peer-to-Peer Reflection Protocol. We considered how we might adapt this Protocol to encourage the students in our individual programs use their voices in meaningful ways for assessment-in-community data collection. FIG Handout 10
Session 3
At this session, we looked at the components of the data collection protocol for our assessment-in-community methodology. We reflected on each of the elements–which might we keep? Which might we leave out? Which might we adapt to best meet the needs of our particular projects? We agreed that in conducting our assessment-in-community conversations, we need […]
Session 2
At this session, we implemented an assessment-in-community conversation with the group so that they themselves could experience what it was like to engage with a sample protocol based on a dynamic assessment methodology. The principle we asked participants to reflect upon, in individual writing and as part of the group, was: To promote our students’ […]
Session 1
Our plan for this session was to ask participants to experience our assessment-in-community methodology. However, with the presence of a new FIG member, our attention focused instead on the particulars of possible project involving a new group of students on campus. Based on the methodological issues we had been exploring in recent sessions, we worked […]
Session 3
The focus of this session was program principles. Because our assessment-in-community methodology is based on students’ evaluations whether or not a program’s foundational principles are being reflected in practice, we discussed the importance of making our program principles, not only reflective of the importance of community/collaboration in our respective programs, but also written in accessible […]
Session 2
At this session, we continued discussing individuals’ progress with their assessment-in-community project ideas. One idea that had emerged in a prior session was the possibility of students becoming facilitators of group assessment conversations. We discussed what a student-led methodology might look like based on the particulars of some participants’ projects. We also raised some additional […]
Session 1
In this session, we followed up on participants’ progress on their Assessment-in-Community projects. We also began to discuss the ins and outs of data collection and analysis that places students’ voices front and center. FIG Handout 4
Session 3
The aim of this session was to begin to tackle the nuts and bolts of assessment-in-community project planning. We considered issues surrounding participants, research methods, and possible funding sources for our research. FIG participants brainstormed in writing the program/classroom principles they might draw upon as a foundation for their instructional/assessment practices. FIG Handout 3
