Although educators already recognize the value in engaging student learning through classroom projects and service-learning, assessment of student learning through classroom projects may be accompanied by a shift of attention from mastery of ideas to embodied knowledge. We argue that embodiment is the basic semiotic condition of being human—of being both an expressive and perceptive (communicative) being among others. Linking this philosophy of communication principle to the topic of assessment, the article offers assessment research a focus of attention on learning settings: from embodiment as learning context, to the built environment of classrooms, as well as to group interaction. We describe assessment of student understanding, demonstrated by way of professional comportment, of communication as a reflexive and reversible relation. Attention to embodied learning encourages habits of being-before and being-with others in the shared world in a reflexive and co-creative manner.
Butchart, G. C., & Mullan, M. (2015). Public speaking anxiety and graduation: Assessing student progress and institutional need. Journal of the Association for Communication Administration, 34(1), 40-54.