The Educational Assessment Framework Guided by Reconstructionist Educational Philosophy

DOI: https://doi.org/10.62517/jhet.202515134

Author(s)

Yehan Li

Affiliation(s)

Zhejiang Business College, Hangzhou, Zhejiang, China

Abstract

In the rapidly evolving landscape of education, traditional assessment methods often fall short in capturing the holistic development of students, particularly in areas like social responsibility, critical thinking, and emotional intelligence. This paper presents an innovative educational assessment framework grounded in reconstructionist philosophy, designed to evaluate the integration of Social Emotional Learning (SEL) and Project-Based Learning (PBL) within arts education. By moving beyond conventional testing, this framework employs non-test instruments, sociometric techniques, and portfolio-based assessments to provide a comprehensive understanding of student growth. Through these methods, educators can gain deeper insights into the multifaceted nature of learning, fostering an environment that promotes both academic excellence and social equity. The framework challenges the status quo by redefining educational success, urging a shift towards assessments that not only measure what students know but also how they think, interact, and engage with the world. This approach not only aligns with the goals of reconstructionist education but also paves the way for more inclusive, reflective, and impactful teaching practices, ultimately contributing to the development of a more just and equitable educational system.

Keywords

Reconstructionist; SEL; PBL; Arts Education; Educational Equity

References

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