Facilitator: Garfield Gini-Newman, Professor, Curriculum, Teaching & Learning, OISE
A primary goal of virtually all educators is to help their students to think deeply about important concepts and ideas and to use their knowledge to construct innovative responses to complex issues and problems. When assessment is used primarily to assess the end product or performance important opportunities to support and extend student learning is often missed. An important element of nurturing critical thinking in higher education involves self-regulated learning and collaborative thinking that are both enhanced through the use of “assessment for” and “assessment as” learning.
In this workshop, Garfield will connect a framework for critical inquiry to effective assessment by examining how assessing the intellectual tools for rigorous thought can provide rich opportunities for students to peer and self-assess. The second half of the session will provide an opportunity for instructors to consider tweaks they may make to assignments used in their classes to ensure critical inquiry is nurtured. As well, an exploration of the use of digital technology to support “assessment as learning” will be included. Lunch will be provided to participants.
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