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Beyond the Tyranny of TestingRelational Evaluation in Education$
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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

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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

(p.50) 3 Toward Relation-Centered Evaluation
Beyond the Tyranny of Testing

Kenneth J. Gergen

Scherto R. Gill

Oxford University Press

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

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