This session explored the potential relationship between well-being and assessment practices, reflecting on the primary role that assessing student academic performance plays within the lives of students and course instructors.
Considering recent scholarship on well-being and student assessment, this session drew on a qualitative study involving post-secondary students’ perceptions of pedagogical stances and teaching practices that support their well-being.
As we reflect on a period of intense change in assessment practices necessitated by the COVID-19 pandemic, we consider how applying an ethics-of-care framework to assessment practices can support student and instructor well-being.
- Reflect on the potential impact of assessment decisions on course instructors’ well-being
- Articulate how assessment practices may enhance or hinder student well-being
- Apply an ethics-of-care framework to how we engage in assessment processes and practices
Facilitator: Roxanne Ross, director, Student Success Centre; moderated by Dr. Cheryl Jeffs, EdD, educational development consultant, Taylor Institute for Teaching and Learning.