Assessing Christian learning: Towards a practices-based approach to faith, vocation, and assessment

Abstract

This essay proposes that efforts at assessing the contribution of faith-based schools to faith formation be grounded in an account of student vocation framed by Christian practices. We identify gaps in research on assessment of school effectiveness and suggest that a focus on the present vocation of students may fruitfully connect faith and school-based learning practices. On this basis, we describe a framework for viewing assessment through a practices lens by identifying Christian practices that orient learning practices. We also briefly introduce the Practicing Faith Survey, a new tool based on this approach.

A Cross-Sectional Analysis of the Relationship Between Sabbath Practices and US, Canadian, Indonesian, and Paraguayan Teachers’ Burnout

“…These kinds of inconsistencies raise additional questions about how teachers understand the Sabbath, how they practice it, and how they are tied to burnout. These are questions that would be of value for educators and future research to consider further, especially in light of a growing body of scholarship that has called attention to the ways religious beliefs can uniquely inform pedagogy in educationally beneficial ways (Call, 2011 ; Lee & Cheng, 2021 ; Skillen, 2020 ; Smith, 2018 ; Smith & Smith, 2011 ; Smith et al, 2021 ).…”

“…This body of literature argues that Christian education is distinctively Christian not merely because of the specific content that is found in the formal curriculum—such as Bible class, regularly scheduled chapels, integration of Christian worldview into other content areas—but because it is marked by practices that distinguish the Christian school community from other school communities (Cheng, 2019 ; Smith, 2018 ; Smith & Smith, 2011 ). This scholarship has explored how practices related to, for example, assessment (Smith et al, 2021 ), school leadership (Lee & Cheng, 2021 ), reading (Smith, 2011 ), building classroom community (Call, 2011 ), and stewarding the physical space of the school (Skillen, 2020 ) might be distinctively Christian. However, there has been no discussion about how the ideals of Sabbath can be practiced within the context of teaching and learning.…”

“…We propose an approach to addressing burnout based on incorporating the concept of Sabbath into teaching practices. Drawing upon particular Judeo-Christian conceptions of the Sabbath (Augustine, 1991 ; Heschel, 1995 ; Pieper, 1963 , 1965 ) as well as the emerging scholarship about integrating faith and educational practice (Lee & Cheng, 2021 ; Smith, 2018 ; Smith & Smith, 2011 ; Smith et al, 2021 ), we consider ways in which pedagogy itself can be informed by the understanding of Sabbath. We then document the ways teachers understand the Sabbath and how the Sabbath comes to bear on their personal and pedagogical practices.…”

Implementation of Educational Technology in the Development Area in Christian Religious Education in the Digital Age

“…However moment this permanent utilized with new form with use internet network (Kolibu et al, 2021). In other words it happened change culture in delivery information, namely the mass media to internet media (Smith et al, 2021).…”

The Development and Validation of the Practicing Faith Survey

“…These efforts are intended to spur students, teachers, and other members of the Christian education community to integrate their faith and practice more wholly. So far, most of these efforts have focused on evaluating the influence of faith on teaching practice (Alleman et al, 2016;Smith, 2018). In contrast, less attention has been paid to the ways faith informs learning practice and student formation.…”