Reading

DeWaard, H. and Roberts, V., (2021) Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging. Distance Education, pp.1-17. https://www.tandfonline.com/doi/full/10.1080/01587919.2021.1910494

Where & When

Register in advance for this meeting: https://bham-ac-uk.zoom.us/meeting/register/tZckduqpqz8tGtJc3DjfZ6QENAEEVYdcSnoB
After registering, you will receive a confirmation email containing information about joining the meeting.

Time: Mon 21st June, 3pm BST

Abstract:

When the art of assessment in online and distributed learning is grounded in Freirean writings, instructors have the opportunity to craft a nuanced and layered learning environment where the potential for critical consciousness is enhanced through carefully codesigned assessment strategies. Patton (2017) summarized 10 pedagogical principles based on the writings of Freire, which he determined relevant as a result of their connection to critical pedagogy of evaluation. We explore a revisioning of those principles: using evaluative thinking to cultivate critical consciousness; learning resides in communities, not just individuals; critical pedagogy must be dialogical and interactive; assessment should integrate reflection, action, thinking, and emotion; and critical consciousness is co-intentional, focusing on process and product. We use them as a framework to describe what we call Freirean principles of assessment, through the application of student blogs within online and distributed assessment practices. Our intention is to share the potential of blogging, in connection with Freirean principles of assessment, when considering open assessment in higher education.