Strategic actions based on reconnaissance: promoting critical colleagueship though discussion of assessment mistakes

Abstract

ABSTRACT Teachers’ development can be enhanced by reflection and meaningful peer discourse revolving around pedagogical mistakes, including the creation and implementation of poorly constructed assessment tasks. However, while many teachers plan together, discussion revolves around planning that is, looking forward. While there may be discussion about what seemed to work well or not, the depth of critique – or looking backward – is shallow. This project is meant to be the jumping off point for future exercises in which teachers work within a critical colleagueship and open up discussion of their own teacher-made assessment tasks as well asthose created by third parties. Twenty-six educators participated in the pilot in which they weresurveyed on their feelings related to making mistakes, learning through working with others, and professional opportunities to learn from mistakes and work with colleagues. They were asked to critique and discuss seven poorly constructed assessment tasks. Then, they were surveyed on the potential value of the activity as a professional-development tool. Results confirm the value of analysing assessment errors in a collaborative way, but also reveal that the most prevalent perceived benefit of discussing mistakes is the ‘I won’t make that same mistake again’ mentality and that fear undergirds such discussions.