Teacher Notes

Teacher Notes for Phase 3:

• When summatively assessing the learning-goals formulated for this phase, it can be useful to be as explicit and transparent as possible as to why and how these goals are assessed. For example, when rubrics and/or assessment forms are used, it helps to discuss them with students in the beginning of a course. This way, students know what is expected of them, and why. This can also be the starting point for a conversation about different ways of assessment in various academic contexts.

• When asking students to reflect on their learning process, we must consider that not all students reflect in the same way, and that throughout their educational career reflection can sometimes become an obligatory dance that they are able to perform without actually reflecting. Useful strategies include allowing different forms for reflection, or starting a dialogue about reflection (de la Croix & Veen, 2018).

Suggestions for assessment or evaluation:

Assessment and or evaluation in this phase can be focused on the ability that students demonstrate to combine and integrate perspective. A useful approach is to reward those students that actually display these skills, by for example:

• Adding a category describing students’ ability to combine perspectives in a rubric or assessment form. This formalises learning in this area, but leaves room as how heavy this component will weigh in assessment.
• Asking students to build a portfolio to prove their skills in this area (since this is often a time-consuming exercise, the use of this method of assessment depends greatly on course content. If students are building a portfolio anyway, evidence that support the Mixed Classroom learning goals can simply be added).
• Adding a sub question on an exam to explain how a problem/case could be solved combining two or more perspectives.