Our presentation will focus on our assessment identities and how those are developing in our roles as faculty in a Bachelor of Education program. We conceptualize assessment as a complex endeavour (McMillan, 2013) and we know that educators must navigate various considerations, including pedagogical priorities and contextual features (e.g., large-scale assessment systems, class sizes, policies) to make assessment decisions (Black & Wiliam, 2018). To explore our assessment identities, and to better understand how they inform our views, we undertook a phenomenological autoethnography (Granger, 2011; Stolz, 2023) reflecting on how we perform assessment across our courses (Swaffield, 2011). We reflected using a dialogic pedagogy approach (Murakami & Skidmore, 2016) that allowed us to have ongoing conversations with a focus on cultivating authentic assessments that reflect the real-world tasks or skills being assessed (Ketonen et al., 2023). Across our reflections we found that providing targeted feedback, along clearly developed criteria, spurred students feedback literacy (DeLuca et al., 2023). Moreover, our dialogue built assessment validity by acting as a form of conferencing between us as instructors (Moss, 2003). This presentation will call on attendees to consider feedback literacy within their own disciplines (Malecka et al., 2022) and highlight the value we found in discussing feedback and assessment with one another as a form of professional learning (DeLuca et al., 2023). We will demonstrate how this process has impacted our assessment identities and how through learning, feedback, and earnest reflection we have achieved a stronger growth mindset towards assessment (Kogan & Hauer, 2020).

Authors:
Harrison Campbell, St. Mary's University, Canada
Paolina Seitz, St. Mary's University, Canada

About the Presenter(s)
Dr.Paolina Seitz is an Ass. Prof at St. Mary's University in Calgary, Alberta, Canada. Her research examines the interconnected relationship among the three pillars of education (cur., instruct., & assessment) emphasizing assessment best practices.

Dr. Harrison Campbell B.Ed., M.A., Ph.D.: Is an Assistant Professor of Literacy Education at St. Mary’s University in Calgary, Alberta Canada. There he teaches courses focused on English language arts, curriculum & instruction, and literacy.

Connect on Linkedin
https://ca.linkedin.com/in/paolina-seitz-phd-64976b94

Connect on ResearchGate
https://www.researchgate.net/profile/Paolina-Seitz

See this presentation on the full schedule – Tuesday Schedule

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