STLHE 2015 has ended
Achieving Harmony: Tuning into Practice
Wednesday, June 17 • 3:00pm - 4:00pm
CON04.03 - Curricular resonance: Making space for transformative learning through assessment

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The relationship between assessment and transformative learning is a complicated and generally under-examined one (Fostaty-Young, 2012). In this session we aim to explore the pedagogical processes at play in the intersection of assessment with transformative learning. Building on Troop’s (2014) work with graduate students, you’ll have the opportunity to examine the relevance to your own instructional context of keyword writing (Luce-Kapler, 2004), critical analysis through journal keeping and other instructional and assessment strategies that have been found to make space for transformative learning. After a brief introduction to the research that informs conceptions of and supports for transformative learning, questions to be explored through guided small group discussion include: How might we use a harmonized (or aligned) curriculum to construct the dissonance that’s a necessary catalyst for transformative learning? How can we then assess (measure and observe) transformative learning? What are the inherent challenges with assessing transformative learning? In what ways does assessment enable and/or constrain the learning process? The intended learning outcomes for the session are that participants will: (a) Identify the inherent challenges and constraints of supporting and assessing transformative learning in their own instructional context and (b) Apply a framework to make curricular space to support the potential for transformative learning to occur and be assessed.


Fostaty-Young, S. (2012). Transformative Effects of Learning & Assessment Focused Educational Development. Unpublished doctoral dissertation. Queen's University, Kingston, Ontario, Canada. 

Luce-Kapler, R. (2004). Writing with, through, and beyond the text: An ecology of language. Mahwah, NJ: Lawrence Erlbaum Associates.

Troop, M .(2014). Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular View of Teaching and Learning. Unpublished doctoral disseration. Queen's University, Kingston, Ontario, Canada.

avatar for Meagan Troop (University of Guelph)

Meagan Troop (University of Guelph)

Curriculum Consultant for the International Institute for Critical Studies in Improvisation, University of Guelph

Sue Fostaty Young

Educational Developer, Queen's University
Sue is an Educational Developer and the Programs Manager of the Queen's University CTL. Her responsibilities include the development and delivery of programming for graduate students' and post-doctoral fellows' teaching development.

Wednesday June 17, 2015 3:00pm - 4:00pm PDT
Bayshore Salon EF

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