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 possible sources of funding as support for this work.

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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 particular student populations we are working with.

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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.

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