Assessing Well-Being and Well-Becoming of Students in Manitoba - - PowerPoint PPT Presentation

Assessing Well-Being and Well-Becoming of Students in Manitoba Schools

Thomas Falkenberg University of Manitoba

Thomas.Falkenberg@umanitoba.ca

Overview

I. The Core Problem of Assessing/Measuring “Student Success”

• II. A Research-Based Framework of Indicators of

Well-Being and Well-Becoming (for Students)

• I. The Core Problem

• I. The Core Problem

• I. The Core Problem

Observations:

• on-going shifts in societal values / priorities /

perspectives

• current dominant perspective: economic

competitiveness

• I. The Core Problem

Examples of Different Discourses

• 1. OECD:
• PISA
• “Better Life Index” (incl. “civic engagement”, “work-life

balance”)

• 2. Quality of Life in Canada
• GDP / economic growth
• Canadian Index of Wellbeing (CIW)

• I. The Core Problem

Relationship to school education:

• societal values impact the public’s view on the

purpose of school education (e.g., 21st century skills; role of school mathematics)

• school education’s role to honour the principle of

shifting societal values by balancing the views and values of the current generation with the potentially different views and values of future generations (“public education”)

• I. The Core Problem

• I. The Core Problem

Observations:

• What is systematically measured and

publically reported will give rise to public

• concern. (What is not systematically measured

and not publically reported is less likely to give rise to public concern.)

• Public concern impacts the allocation of

resources.

• I. The Core Problem

Implications for Assessing Student Success:

• Because we value (in terms of resources) what

we measure, we should measure all that we value as student success.

• I. The Core Problem

Examples of Different Discourses

Measuring Success of Public Education in Canada:

• PCAP (CMEC)
• People for Public Education (Ontario)

(“Measuring What Matters”)

• Leading Indicators (O’Leary & Young, 2015)

(“Schools should prepare students for life” (p. 3).)

• I. The Core Problem

The Core Problem of Assessing/Measuring “Student Success” = What is the purpose of school education in light of communal values?

the purpose defines what we value as student success the purpose reflects but also influences communal values the purpose defines what we need to assess/measure as student success

• I. The Core Problem

Mission To ensure that all Manitoba’s children and youth have access to an array of educational opportunities such that every learner experiences success through relevant, engaging and high quality education that prepares them for lifelong learning and citizenship in a democratic, socially just and sustainable society. (Manitoba Education and Advanced Learning)

• I. The Core Problem

The purpose of school education is to help students develop the skills, knowledge and attitudes to be able to live a flourishing life now (well-being) and in the future (well- becoming).

• quality of life discourse
• to live well requires skills, knowledge, and attitudes

• II. A Framework of Indicators

Some fundamental ideas

• Research-based “systemic eclecticism”

(Allport, 1964)

• Holistic and systemic approach
• Considering well-becoming and well-being
• Distinguishing between means and ends
• Considering human needs
• Embedded in the values of the community

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” “life- results” (Veenhoven, 2000)

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” “life- results” enjoying life Hedonistic psychology: enjoyment (e.g., Kaneman, Diener, & Schwarz, 1999)

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” “life- results” enjoying life having positive personal and communal relationships Social psychology: “interpersonal flourishing” (e.g., Ryff & Singer, 2000)

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” “life- results” enjoying life living a meaningful life having positive personal and communal relationships Eudaimonic/humanistic/existentialistic psychology: finding meaning in life; self- determination; living an “authentic” life (e.g., Ryan & Deci, 2000)

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” capabilities having opportunities to engage

• ne’s capabilities

“life- results” enjoying life living a meaningful life having positive personal and communal relationships Philosophy/Economics: Capabilities Approach (CA) to assessing a person’s quality of life (e.g., Nussbaum, 2011; Sen, 2009)

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” capabilities for Subsistence Protection Affection Understanding Participation Idleness Creation Identity Freedom having opportunities to engage

• ne’s capabilities

“life- results” enjoying life living a meaningful life having positive personal and communal relationships Psychology/Economics: human needs (e.g., Maslow, 1954; Max-Neef, 1991)

• II. A Framework of Indicators

“... by their own theories of human nature psychologists have the power of elevating or degrading this same nature. Debasing assumptions debase human beings; generous assumptions exalt them” (Allport, 1964, p. 36).

Max-Neef (1991) Biggeri et al. (2006) Subsistence

• Life and physical health
• Shelter and environment

Protection

• Bodily integrity and safety
• Freedom from economic and non-economic exploitation

Affection

• Love and care
• Mental well-being
• Social relations

Understanding

• Education

Participation

• Participation
• Social relations

Idleness

• Time autonomy
• Leisure activities

Creation

• Leisure activities

Identity

• Religion and identity
• Respect

Freedom

• Mobility
• Religion and identity

Biggeri, M., Libanora, R., Mariani, S., & Menchini, L. (2006). Children conceptualizing their capabilities: Results

• f a survey conducted during the First Children’s World Congress on Child Labour. Journal of Human

Development, 7(1), 59–83.

• II. A Framework of Indicators

inner aspect

• uter aspect

“life- chances” capabilities for Subsistence Protection Affection Understanding Participation Idleness Creation Identity Freedom having opportunities to engage

• ne’s capabilities

“life- results” enjoying life living a meaningful life having positive personal and communal relationships