Subjects
assessment, ethic of care, relational cultural theory, teaching, value
Document Type
Perspective
Abstract
In Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi’s work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around assessment from one of demonstrating value to one of embodying a value of care and connection in learning for both students and librarians.
DOI
10.15760/comminfolit.2020.14.1.4
Persistent Identifier
https://archives.pdx.edu/ds/psu/33130
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Arellano Douglas, V. (2020). Moving from Critical Assessment to Assessment as Care. Communications in Information Literacy, 14 (1), 46-65. https://doi.org/10.15760/comminfolit.2020.14.1.4