Toward a Critical-inclusive Assessment Practice in Higher Education

Critical pedagogy requires dedication to flexible and responsive teaching, reflective practice, and engaging in dialogue. While there is extensive literature on critical pedagogy, there is limited discussion in education literature on using critical pedagogy values in the assessment of student learning. This workshop is focused on the development of a critical-inclusive assessment practice to assess student learning based on Dr. Saran Stewart’s Critical-Inclusive Pedagogical Framework (CIPF). This Framework emphasizes sharing power with students, activating student voice, and engaging in dialogue with students. Participants will be introduced to the CIPF and learn how the presenters use the Framework to guide their own practice. Participants will then engage in a self-reflection to discover how their own practice currently maps to the CIPF. This self-reflection will inform participants about how they already engage in critical-inclusive practice and indicate areas for growth. Participants will use the CIPF Toolkit, designed by the presenters, to develop an assessment based on the tenets of the Framework. After developing their assessments participants will share in small groups and get feedback from colleagues and the presenters to refine their assessment. Through discussion and hands-on participation, attendees will gain a better understanding of how critical ideals can inform classroom assessment and allow for more flexible and responsive teaching.

Assessment, Critical Pedagogy

Assessment and Evaluation

Workshop Presentation

  • Lyda Mc Cartin
    • Professor; Head of Information Literacy & Undergraduate Support, University Libraries, University of Northern Colorado, United States CO, United States
    • Lyda McCartin is a Professor and Head of Information Literacy and Undergraduate Support at the University of Northern Colorado. She leads a team of innovative librarians who are recognized as an ACRL Exemplary Program in Pedagogy. She currently serves as UNC's Senior Faculty Assessment Fellow; in this role she provides consultation, guidance, and professional development on course and program-level assessment of student learning to faculty. She has presented on assessment of student learning at state, national, and international conferences. Her current research agenda includes critical information literacy, critical assessment, and academic librarian deference behavior.
  • Rachel Dineen
    • Assistant Professor, University of Northern Colorado, United States United States