Project of Heart and the Medicine Wheel--In Motion for Evaluation and Assessment of Student Achievement:

Project of Heart's instructional outcomes and achievement categories can be analyzed from the lens of two different world views on educating our youth: the Western tradition as found in the criterion set out, in this case, by the Ontario Ministry of Education, and Indigenous traditions as exemplified by the medicine wheel and the grandfather and grandmother teachings of the Anishnaabe.

Project of Heart has become popular as an emancipatory educational tool, because through it, the affective domain ("heart" and "spirit" in the Indigenous paradigm) is given equal weight to the cognitive and the physical domain where learning is assessed through reading learners' reflections and self-evaluations. These indicate the depth of "heart and spirit" engagement--real and transformative learning--to the teacher. Traditional classroom methods typically make little attempt to evaluate this type of learning. So, to ensure "proof of learning", two marking guides have been developed which act as rubrics, detailing how each of P.O.H's learning outcomes can be assessed, without compromising the integrity of how and what is being learned. The correlations between the two traditions are mapped out on the charts.

See the following 2 pages: a relationship chart and a master circular rubric design model that include both Western and Indigenous pedagogical traditions and how P.O.H. can be assessed and evaluated through and by both these traditions:

1) relationship chart: first page
Building Reciprocal student-teacher Relationships through Including Indigenously-informed (heart and spirit) Student Self-Evaluations

2) master circular rubric: second page
Project of Heart and the Medicine Wheel in Motion for the Evaluation and Assessment of Student Achievement