EDGS953 assess and capacity building

Assessment and Capacity Building

Overview

• The course EDGS953, led by Associate Professor Amanda Webster, explores the intricate relationship between assessment and capacity building.

Capacity Building

Key Elements

• Eliminating Barriers: Addressing obstacles that prevent participation and learning.

• Creating Inclusive Environments: Developing supportive spaces that are neuro-affirming and cater to diverse learning needs.

• Building Knowledge and Skills: Empowering individuals with the essential competencies to thrive.

• Role of Assessment: Assessment is foundational to all forms of capacity building, ensuring strategies are effective and addressing real needs.

What is Assessment?

Definition

• Assessment is the systematic process of gathering and interpreting data to provide insights necessary for informed decisions and actions.

Knowledge Required

• Individual’s Characteristics: Understanding their current knowledge, skills, interests, preferences, and experiences.

• Environmental Context: Analyzing attitudes, policies, physical features, and practices present within the learning environment.

• Identifying Barriers: Recognizing factors that hinder an individual’s ability to utilize their knowledge and skills effectively.

Decisions and Actions

Areas of Focus

• Setting Priorities and Goals: Identifying what is essential based on gathered data.

• Establishing Baseline: Understanding current conditions before implementing changes.

• Determining Required Strategies and Supports: Tailoring interventions based on assessment outcomes.

• Tracking Progress and Outcomes: Ongoing assessment to measure achievement and adjust strategies as needed.

Assessment Process

Data Collection

• Types of Data: Both primary (self-collected) and secondary (existing data) information are vital.

• Research Utilization: Integrating past experiences and researching to enhance understanding.

• Assessment Methods: Standardized methods may not always be necessary; focus on relevance and utility.

Organizing and Interpreting Data

• Data must be organized effectively to generate insights.

• Connection of gathered data with existing knowledge enables informed decision-making.

• Interpretation aims to develop new insights by reviewing both primary and secondary data.

Mapping the Process

Knowledge Gained

• Identifying Physical Barriers: Assessing whether tools and resources are accessible to individuals.

• Recognizing Advocacy Challenges: Understanding the individual's comfort in voicing needs and the opportunities available for this advocacy.

• Environmental Audits: Conducting evaluations to identify current practices and attitudes that may pose challenges.

Objectives

• Current Barriers: Recognizing factors preventing inclusion and participation in learning processes.

• Prioritizing Needs: Ranking barriers to focus on addressing the most significant issues first.

Goals and Current Status

Setting Achievable Targets

• Baseline Data: E.g., currently, only 20% of materials are accessible to students, impacting their ability to learn.

• Targets: Aiming to increase accessibility to 80%, establishing systems for the student to advocate effectively for their needs, and ensuring comfort in voicing requirements in more classes.

Measuring Progress

Current Achievements

• Progress Updates: As of the latest assessment, 60% of materials are now independently accessible, and a system for advocacy is in place for 50% of the time.

• Identifying Stalls: Recognizing barriers that impede further progress, especially in remaining activities and spaces.

Assessment Goals

• Ongoing Evaluation: Continuously measuring rates of accessibility and advocacy opportunities to determine whether inclusion has been successfully increased and to what extent current outcomes are satisfactory.