It’s a weekend of procrastination as I prepare for my upcoming Comprehensive Exam. This has been very productive, as I have already hit 14,000 steps on my Fitbit by mowing the lawn, and I’ve enjoyed this week’s Modern Learners Podcast (#44 with Dr. Susan Blum) which has extended my thinking about learning, schooling, policy and assessment.  One of the areas that Dr. Susan Blum and Will Richardson agree on is the value of feedback rather than marks.  And they discuss in the podcast the use of a portfolio as an alternative to traditional evaluation methods.  Despite this positive learning experience, I am not really any better prepared for my upcoming exam than I was this morning.

My Comprehensive Exam, as designed by the Department of Leadership, Higher and Adult Education for our Educational Leadership and Policy Program at OISE (Ontario Institute of Studies in Education) at the University of Toronto, is a wonderful example of the type of assessment supported by Dr. Blum and Will Richardson.

The guidelines (Comprehensive Examination Guidelines) direct the candidate to create a portfolio linking five artefacts to seven skills, and to write an original paper.  The portfolio of artefacts and reflections, and the original paper are then presented to an examining panel in a 90-minute session.  In my case, this is scheduled for next Thursday.

Here is the introduction to my portfolio:

The original paper (Terry Whitmell May 2018) focuses primarily on policy in the context of social diversity. The issues of leadership and change are referenced as they relate to the implementation of policy.  The five artifacts were chosen as representative of a similar focus, and illustrate achievement of the seven areas of knowledge, skills and abilities:

In my presentation, I will connect these five artifacts and the original paper to a conceptual framework that I developed while writing a literature review of 21st Century Modern Learning:

Conceptual Framework for Comprehensive Exam Presentation

As you can see, much of my work deviates from Educational Leadership and Policy, into Curriculum, Teaching and Learning, and I am seeing challenges with our current structures that separate the two.  My paper explores some of these structures, where the intent of policy results in very different outcomes once the policies are enacted in the classroom. In my conceptual framework, I see learning theory at one end, and educational policy at the other, and the framework of “Know, Do, Be, Live Together” in the middle.  If learning and policy both aligned with this simple framework, keeping the “bigger picture” in mind, we would have a much better learning environment for our students.