Modelling Best Practice in terms of Inclusive & Reflective Assessment Practices on a Blended Learning Initial Teacher Education Programme

As part of its Professional Master of Education in Post Primary Education, Hibernia College offers a unique module where student teachers create a multimedia presentation as their assessment. Using Brookfield’s (1995) four... [ view full abstract ]

As part of its Professional Master of Education in Post Primary Education, Hibernia College offers a unique module where student teachers create a multimedia presentation as their assessment. Using Brookfield’s (1995) four lenses, feedback on the multimedia presentation is utilised to help construct a critically reflective essay on the experience and its benefit for the student teacher’s future career in the classroom.

In recent times, it has become apparent that we live and teach in an increasingly pluralistic society, yet in many cases, we may operate a decidedly monolithic environment in the classroom. The teaching, learning and assessment strategies we advocate are an attempt to redress this balance and to help our student teachers to cater for all learners in the classroom. Our programme is predicated on the belief that education is a transformative right to which all must have equal access. We advocate a student-centred, constructivist approach to teaching, learning and assessment which we believe is necessary to equip our student teachers for 21^st century classrooms.

At all times, we are cognisant of the virtual cycle whereby we must model best practice for our own student teachers in order to ensure that our student teachers utilise these methods in their own classrooms. This innovative approach to assessment models best practice for our student teachers, teaching them about inclusive teaching, learning and assessment practices.

Our beliefs in relation to education are articulated and evidenced in this multimedia presentation assessment and this assessment can be considered a tangible articulation of our pedagogical philosophy in practice. 

This presentation will explore the assessment, the pedagogical philosophy which underpins the assessment, together with an exploration of the benefits of such an assessment for our student teachers.

Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass.