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Reflective Assessment Process

. . . no one knows the work, the thought behind it, and personal goals better than the individuals themselves.” — Erin E. Lawler-King, Self-Assessment and the Quest for Self-Improvement

The Reflective Assessment Process (RAP) is one that I’ve worked to evolve over the years. My goal has been to design a process that places the student at the center of the assessment process and uses self-assessment as a learning tool. The best way to improve one’s current performance is to start with a realistic self-perception and then engage in critical reflection using set criteria as guides. Critical reflection requires that we examine our assumptions and open ourselves up to change.

I also have an ulterior motive. The part of teaching I most enjoy is the mentoring. In truth, I always learn more than my mentees, but mentoring is a way to give back to all those teachers who have given so generously to me. So you’ll see that I’ve included a formative assessment process that provides opportunities for a great deal of reflection and self-assessment that I can use to begin a dialogue about what you’re learning and what your plans are for future projects.

I invite you to critically examine your assumptions about assessment as we explore what a student-centered, reflective assessment process might look like.

How the RAP Works

Each session you’ll reflect on your work and learning in your blog. We’ll call this a Critical Reflection Post (CR Post for short) and assess your performance in your Reflective Assessment Portfolio (RAP) — in both spaces I’ll be able to comment and respond to questions.

Each rubric in the RAP concludes with a self-assessment criterion, and I encourage you to use this to reflect on your progress toward becoming competent and confident in your own self-assessment.

Below is an image of the Reflective Assessment Portfolio menu that you can access from your NC State Google Drive (during Session 2). You’ll see that it’s set up as a Chinese menu with spaces in the Visual, Audio, and Video columns where you record the projects you complete each session. Your star/point totals for each session should equal 10 stars/points. That’s a max of 5 stars/points for your Conversational, Multimedia Blogging (includes posting and commenting) and a max of 5 star/points for your digital storytelling project(s) that session.

You just need to be sure that you meet the course expectations for those three modes by the end of the semester: 10 stars/points from Visual, 10 stars/points from Audio, and 15 stars/points from Video. You may also choose to create in Second Life or Mindcraft if you’d like to work in virtual 3D construction. An additional 5 stars per week may be earned for Conversational, Multimedia Blogging (35 pts).  The Weekly Critical Reflection Blogging is included in your Creative Journey Project (20 pts.).  You may also earn up to 5 extra-credit points for sharing pre & post news of “Events for Creatives.” Plus you always have the option of substituting Daily Creates (up to 2 stars per week — 1 star per Daily Create). You’ll find exemplars of successful RAPs in the Google Drive Folder.

For each project your choose, complete the appropriate rubric. Rubrics in the Google Drive Folder include:
General Rubrics
Conversational, Multimedia Blogging — to complete each session; simply make a copy for a new rubric or use this form — Conversational, Multimedia Blogging RAP
Digital Storytelling — to complete each session unless specific project is indicated; simply make a copy for a new rubric or use this form — Digital Storytelling RAP
Critical Reflection Post Rubric — to serve as a guide but need not be completed each session unless you’d like additional feedback.

Specific Project Rubrics
This Creative Life Radio Program — works for Symphony Project
Roots and Wings Book Response — works for Meaning Project
Creative Activism — semester-long, collaborative project
The Creative Journey — semester-long, independent project

Optional Rubrics
Daily Creates — heads-up that you may be inspired by a Daily Create to design a project that fits a creative aptitude and medium well.
Design-A-Project — in case you’d like to design your own and substitute or simply contribute to the project bank.

Extra Credit Rubric
Hanging Around: Events for Creatives — post an event, actual or virtual, participate, and then share a brief story for an extra star/point — up to 5 extra star/points over the semester available.

You’ll receive more information about RAPping during Session 2 when the Google Sites Folders are distributed.


© 2013 Creative Inquiry

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