• Reflective Writing Portfolio 45%
• Canvas/Peer Dialogue 30%
• Final Essay 25%

NOTES:

In EDUC 352, we emphasize the central role that your own subjectivity and awareness play in both reflective practice and reflective assessment. Hence, we are seeking holistic as well as heuristic approaches to assessment and reflection that focus on the process or learning journey, as well as the ongoing reflective, self-assessment of the practitioner themselves, over products or pre-specified outcomes of learning. As educational theorist Gert Biesta (2017, p. 54) articulates in his Letting Art Teach: “[r]ather than asking what education produces, we should be asking what education means. And rather than asking what education makes, we should be asking what education makes possible”.

Thus, most of the assignments are ongoing throughout the course, comprising three main assignment groups/practices:

• the formation of a Reflective Journaling Portfolio (assignments #1-2), showing the different reflective writing practices you have explored each module, as well as;
• contributing to a Canvas Community of Practice (assignments 3 & 4), in the second and third weeks of each module, and finally;
• crafting a short final essay, articulating your own "pedagogical creed" (assignment 5)
  
  

To holistically assess student’s overall contributions to reflective practice in this class we adopt a flexible and open-ended assessment structure (which is also a tool/questionnaire for reflective, self-assessment).

Stemming from this courses' orientation around transformative learning, this framework for holistic assessment is in part based off of Jack Mezirow's framework of Transformative Learning -- which specifically distinguishes forms of instrumental learning (narrowly outcome or productivity driven) from transformative learning practices, which are deliberately aimed at transforming people's mindsets, habits, and meaning perspectives.

This framework for assessing and reflecting upon transformative, reflective practices -- with the first threshold, Meaningful Engagement being the foundation for the second threshold, Agentive Co-Creation -- provides the basis for all assignment-rubrics and assessment criteria in this class.

REQUIREMENTS:

This is a portfolio-based course. No mid-term or final exams. No tests or quizzes. More information provided in the syllabus text and in the first week.