ABSTRACT
To begin to understand assessment as relational practice, this chapter considers the meaning assessment holds in the lives of students and teachers. It explores a connected teaching approach to increasing student receptivity to feedback and ultimately helping students reach higher. Shame reduces motivation, initiative, productivity, creativity, engagement, and tolerance for not knowing and other forms of vulnerability. Along with mattering and shame, possible and provisional selves inform the meaning some students ascribe to feedback and grades. Millennials seek to understand expectations and then anticipate that if they meet stated expectations, they will earn top grades. Students find critical feedback that is specific to their work rather than generalized or rote to be meaningful and motivating. Given students’ sense of purpose, variations in confidence and vulnerability, and hopes and dreams, their sense of connection with their academic programs and communities is vital.
