Mindful Assessment in Support of Student Learning

Authors

Eileen Kogl Camfield, University of California at Merced
Leslie Bayers, University of the Pacific

Abstract

This article takes a critical look at inherited assessment practices, and explores alternative, more mindful approaches. Rather than just measure student performance levels at the end of a unit, educative assessment should provide information that can actually help improve student performance. Mindful assessment is an embodied, affective, and cognitive experience that undergirds and celebrates the entire learning process. We propose and provide examples of dialectical evaluative practices that invite students into, guide students through, and take students beyond learning in the classroom in ways that honor their agency as whole persons.

Recommended Citation

Camfield, Eileen Kogl and Bayers, Leslie (2019) "Mindful Assessment in Support of Student Learning," Journal of Contemplative Inquiry: Vol. 6: No. 1, Article 6.
Available at: https://digscholarship.unco.edu/joci/vol6/iss1/6