I. Assessment and Evaluation for Activism, Intercultural Communication, and Social Justice

March 15, 2019

When we ground our interactions within a framework of intercultural communication practices and activist assessment and evaluation, our social relations and the services that we provide are more likely to be helpful. Intercultural communication practices that are responsive to, and congruent with, the needs and vantage points of the persons being helped enhance attainment of success visions. Context assessments, along with appropriate engagement of our own lenses, filters, frames, and social locations, require vigilant attention, otherwise our capacity to do excellent boundary-spanning work will suffer greatly.

This workshop introduces Activist Assessment and Evaluation and the Integral Educator Quadrant Model with its multi-level systematic inquiry and reflective practice framework: self-to self (intrapersonal), self-to-others (interpersonal) and self-to-systems (social structures and systems). Educators will particularly benefit from this workshop in the classroom and beyond who are—or want to become—more learner- and learning-centered. They will deepen their understanding of themselves as educators and ways to mindfully engage assessment/evaluation practices to enhance interpersonal validity.

Hazel Symonette

Hazel Symonette is Program Development and Assessment Specialist Emerita, at the University of Wisconsin-Madison. Her work focuses on using assessment and evaluation as participant-centered self-diagnostic resources for continuous improvement, developmental innovation, and strategic image management.

Now at the Wisconsin Center for Education Research—the LEAD Center (Learning through Evaluation, Adaptation and Dissemination) and the Wisconsin Evaluation Collaborative, she facilitates a variety of capacity-building strategies using multi-level assessment/evaluation processes to advance a diversity-grounded and equity-minded personal transformation, organizational development, and social justice change agenda. Her work draws on social justice and systemic change research to create meaningful and life-changing interactions among students, faculty, staff and administrators.

Hazel is very active within the professional evaluation community. She has served on the American Evaluation Association (AEA) Board of Directors, as Co-Chairs of AEA’s Building Diversity Initiative and the Multi-Ethnic Issues in Evaluation Topical Interest Group.