Jump to ContentJump to Main Navigation
Beyond the Tyranny of TestingRelational Evaluation in Education$
Users without a subscription are not able to see the full content.

Kenneth J. Gergen and Scherto R. Gill

Print publication date: 2020

Print ISBN-13: 9780190872762

Published to Oxford Scholarship Online: October 2020

DOI: 10.1093/oso/9780190872762.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 October 2021

Toward Relation-Centered Evaluation

Toward Relation-Centered Evaluation

Chapter:
(p.50) 3 Toward Relation-Centered Evaluation
Source:
Beyond the Tyranny of Testing
Author(s):

Kenneth J. Gergen

Scherto R. Gill

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190872762.003.0003

A relational orientation to evaluation is developed with three primary features: the first is a focus on the process of co-inquiry, where stakeholders inquire together into the student’s learning and development; the second is an emphasis on adding value to experiences of learning; and the third is the enhancement of meaningful relationships key to learning. Relational practices of evaluation should strive to foster learning, engender a sustained engagement in learning, and enrich the relational process itself. Such practices can be embedded within the ongoing learning processes, especially through dialogue and collaboration among co-learners. Equally, evaluative reflection may take place at specified intervals, such as once a term. Here students acquire a vocabulary of evaluation and appreciation that can be incorporated into the future learning journeys. Co-inquiry involves a generative process in which mutual valuing is prominent. Such evaluative reflection should ultimately be extended to the whole school as a learning community and beyond.

Keywords:   relational evaluation, co-inquiry, formative vs. summative evaluation, positive feedback, interdependence

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .