Reflective+Assessment+Process+(RAP)

====". . . no one knows the work, the thought behind it, and personal goals better than the individual 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.

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


 * How the RAP Works**

Each week you'll reflect on your work and learning in your blog and assess your performance in your RAP -- in both spaces I'll be able to comment and respond to questions.

Each project has a varying number of components with distinct due dates. You'll find the due dates on the Working Syllabus.

For each project, I have carefully constructed rubrics/checklists that are linked from the Reflective Assessment Process homepage in Google Docs (now Drive). I'll drop this folder in your NCSU Google account during the first week of class.

You may complete the self-assessment for any component of a project any time before the due date for the completed project. Whenever you would like feedback, simply message me within Google Docs. Please allow 48 hours for feedback. We are working toward mastery learning and so you are encouraged to use any feedback I give on completed self-assessments before the project due date to edit and revise as advised. Unfortunately, revisions cannot be accepted after the project due date because work on the next project must begin.

Each rubric includes 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.


 * Grading**

You'll find in the Grading Components of the Syllabus (Unabridged) the possible points for each project. The focus is on autonomy, mastery, and purpose (Pink, 2010) and if you hold to these and work consistently with careful reflection and self-assessment, then you'll be successful in the course and the numbers will reflect that. That's the perspective we advice teachers to take -- teach well and the test scores will come as a consequence. Same principle -- learn well and the grades will reflect your learning.