C3 Inquiry and Assessment for Learning

I am embarking on a new learning journey. A few short weeks ago, I met my M.Ed. cohort for the first time. For the next two years, we will be learning together, exploring the concepts of creativity, critical thinking, and collaboration and how they relate to the inquiry process. I must say that my initial reaction was a positive one as everyone seems open to respectful dialogue and listening to new ideas. I was challenged and I felt excited! However, I was also overwhelmed on the first day with social anxiety, worries of inadequacy, and wonder about how this would relate to my professional practice. Before we left on Saturday, we were assigned learning tasks to complete in between sessions.

I left my first weekend of classes feeling totally energized and inspired because of my colleagues and our rich discussions. However, once I had time to sit down and review our learning tasks, I felt an overwhelming sense of disappointment that I was returning to my days as a university student with readings and assignments that were not relevant or meaningful to me. Although we had said that it is all about the learning process and not the product, it seemed like another case of talking the talk but not walking the walk.

Tonight we began our second session together, and I am so relieved to say that this is not the case! While we had each written a critique, the importance was not at all placed on what we had written, but rather on sharing, discussing our work with colleagues, and self-assessment. We spent several hours constructing meaning as a group about the many conceptions of creativity that exist and how our personal and social contexts influence our conceptions. We practiced how to offer a balanced critique of someone else’s thoughts while being fair and charitable. But most important of all, we were given time and space to reflect and self-assess our own thinking.

No assignments to be handed in or graded.

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Photo Credit: giulia.forsythe via Compfight cc

It is such a relief to know that there are education programs out there that are actually using assessment for learning. This past week, I felt some of the anxiety about assignment criteria and expectations that many of our students experience when something is to be graded. While I thoroughly enjoyed thinking critically, reflecting on my own conceptions of creativity, and discussions with friends, the thoughts of submitting my ideas on paper to be assessed made me nervous. I was reminded that many students feel that way all the time and it saddened me to think that my learning might be limited because of assignment format or criteria. Tonight, it was freeing to hear that there will be no grades given until we have mastered concepts and can submit our best work. We will continue to share, discuss, and transform our thinking and when we are ready, share and submit our best. We will all be involved in each other’s learning to help provide guidance and feedback. We will all help each other make our learning relevant to our teaching context.

I am excited to experience assessment for learning firsthand and the power it can have to transform student learning. I know the experience will help me grow as an educator and I hope I will learn how to make formative assessment more impactful for my students.

As part of an ongoing learning diary, I will blog about creative, critical, and collaborative inquiry using the tag C3 Inquiry. I look forward to sharing my learning with you 🙂

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