Stories of Humanizing Assessment: Disrupting, Dismantling, and Reimagining Assessment in Teacher Education and Beyond

Session Type: Working Group Roundtable

Abstract

This working group roundtable invites attendees to imagine transformative possibilities of educational spaces without grades. Critical educators committed to just educational processes must critique, disrupt, and dismantle systems of assessment and evaluation, like grades, that are arbitrary, privilege-based rankings of students. We contend that grading is not objective, and no universal grading scheme can account for the variety of domains, assignments, and complexities of our students. In this session, we use critical storytelling to share our experiences with humanizing models of assessment and evaluation (e.g., feedback-reflection models, portfolios, multimodal dialogic assessments) in our teacher education classrooms. We expect that participants, ourselves included, will leave with new ideas, strategies, and resources for adopting relational-based models of learner assessment and evaluation.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 02: Emancipatory Movements and Transformative Interruptions in Teaching and Teacher Education

Chair

• W. Ian O'Byrne, College of Charleston

Papers

• Challenges, Successes, and Tensions Piloting a Feedback-Reflection Assessment Model: Katie and Brittany's Perspectives - Katarina N. Silvestri, SUNY - College at Cortland; Brittany M. Adams, University of Alabama

• Storytelling Values and Practices of Humanizing Modes of Assessment: Alexia's Perspective - Alexia Buono, Salisbury University

• Listening to the Stories My Students Are Telling: Charles's Perspective - Charles H. Gonzalez, Austin Peay State University