1. Learning assessment - For students with mental and behavioral disorders Anders Dræby Sørensen Head of Counselling, Aarhus University Ditte Hessellund Counsellor, Aarhus University

2. Plan A model for learning assessment (Anders) Learning assessment in practice (Ditte)

3. A model for learning assessment Basic principles of existential psychotherapy

4. Learning assessment in educational enablement Assessment of academic learning abilities and study challenges related to mental and behavioral disorders (emphasizes strengths, identifies weaknessess) Involves goal-setting, monitoring progress, and reflecting on results Implies student ownership and responsibility for moving his or her thinking forward

5. Learning focus in educational enablement Mental and behavioral disorders: Medical / clinical perspective Goal: Treatment by enhancement of health/normality Educational perspective Goal: Educational enablement by development of learning abilities

6. Orientation Context of life Context of learning Engagement in academic learning practice Engagement in academic learning processes

7. A relational-phenomenological concept of learning The development of abilities to engage in a meaningful way in the personal-, social- or physical sphere of relatedness through experiental interaction

8. A structural-descriptive model of learning

9. Descriptive categorisation in educational counselling Learning abilitiesStudy challenges A. Meta and Cognitive1. Cognitive B. Behavioral2. Work process C. Emotional3. Motivation and energy D. Existential4. Self-relational 5. Life strategies E. Social6. Social F. Communicative and cultural7. Culture and language 8. Academic subject G. Bodily and physical9. Body and physics

10. A structure for learning assessment 1. Vision for academic learning Personal Institutional 2. Learning ressources Abilities Challenges 3. Strategies and goals for learning enablement 4. Educational intervention 5. Evaluation

11. Learning assessment in practice Basic principles of existential psychotherapy

12. Method Interview – semi structured Focus on the students experiences and perceptions Active listening Explorative questions Observation and self-observation The counsellor will focus on how the student can develop, progress and participate in the learning environments - study groups, in lectures, etc.

13. How to assess? What is experienced as challenging? Which experiences have made the student seek help? In which situations does the student experience challenges? Which situations are found most challenging? Which are found less difficult? (Abilities) In which situation does the student experience strengths? General  specific descriptions

14. An example The student: ”I’m about to give up. I’m so far behind and things are only getting worse. I feel so under pressure.” The counsellor will try to find out: –What is it that makes the student feel under pressure? –What is the student behind with?

15. An example The student (later in the interview): ”I’m not reading any of the literature that we are supposed to read.” The counsellor will try to find out: –What is it that makes it difficult for the student to read what she/he is supposed to read? –How does the student read? –Where, when, alone/ with others? –How does the student decide what to read? –How does the student decide how thoroughly to read a text? –Does the student take notes? How? –Does the student have a specific aim when reading a text? What? –What hinders the student from reading? –Under which circumstances / in which situations has the student been successful in getting his reading done? (Abilities) –What made it possible for the student to get his reading done? (Abilities)

16. Focus on the student’s experiences and perceptions Doctor’s note: –Diagnosis, a permanent or recurring mental disorder or neurological disability Counsellor’s starting point: –The student’s own experiences and perceptions of her/ his study challenges and learning abilities

17. Active listening Verbal influence The student is encouraged to tell and elaborate on her/ his story The counsellor shows interest and engagement Aim:  Sense of security  Facilitating the student’s narrative

18. Observation and self-observation Nonverbal influence The student’s gestures, facial expressions, body language The student’s reactions to the counsellor’s gestures, facial expressions, body language Aim:  Sense of security  facilitating the student’s narrative  Adapting the interaction to the student  The student elaborate  Specific descriptions of abilities and challenges

19. Overall aims with our method  Possibility for specificity and nuances  Assessment of individual learning abilities - and study challenges  Equal - not special - opportunities for learning and participating in the learning environments  Assessment of specific needs for learning enablement  Assessment of appropriate methods of intervention for the individual learning enablement that will be established