EL activities must be assessed. EL activities need to be included on the Course Outline and input into the Course Outline Mapping and Management System (COMMS). The Centre for Teaching & Learning is available to support integration of EL activities into courses and programs of studies. For support, please connect directly with Lauren Griffiths at lauren.griffiths [at] mohawkcollege.ca or extension 2308.
In order to assess the personal reflection and/or self-assessment components of EL activities. MTCU requirement that be included consider adding one or more of these elements to your assessment(s):
- Summary of the EL experience
- Connections to academic material/content
- Critical analysis (e.g. who was there, how could perceptions differ pending person involved, context in which it occurred, consequences of actions, etc.)
- Significance of the experience and related learning
- Application of new knowledge in future (personal or professional)
The elements listed above can be applied in a variety of assessment types. Below are some assessment considerations.
Using an assignment or project assessment allows learners to identify what they observed, experienced, and learned. When using this assessment type there should be an explicit connection or sub-section that specifically addresses the EL activity.
Debates can include application and/or discussion of what was experienced and/or observed, and application of these discussions to the academic content and/or relevant subject-related experience.
Using the method of their choice, students can record and submit observations of an EL activity. It is recommended that prompts or a guide is provided (e.g. chart form, fill-in-the-blank, etc.) to encourage the recording of appropriate observations.
Students can lead the conversation on key findings, the experience from multiple perspectives, address lingering questions, and apply findings to future employment-related roles and/or environments. This could be done in small or large groups, a sharing circle, etc.
Various reflections/applications of the experience can be presented in multiple, unique formats (e.g., video, song, dramatic presentation).
Universal design for learning (UDL) is a curriculum design, development and delivery framework used to create accessible and inclusive learning environments. When considering assessments, it is important to note that multiple means of submission should always be considered unless there is a connection to an industry standard that requires students to demonstrate a specific communication/representation standard.
To learn more about UDL, please review the .
If you need support to design your assessment type, components and/or tools for evaluation, please contact the .