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It critiques how assessment language in library and information science and higher education often reinforces power, fear, and institutional justification. Drawing on relational-cultural theory and critical generosity, the piece examines more caring assessment models from other feminized professions and reframes assessment toward embodying care, connection, and relational learning for both students and librarians.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moving-from-critical-assessment-to-assessment-as-care-article-4/599127/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moving-from-critical-assessment-to-assessment-as-care-article-4/599127.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core shift does the article argue for in assessment?","Question",{"text":112,"@type":113},"It argues for moving from assessment framed as proving or justifying value toward assessment that embodies care and connection in learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical influences shape the care-based assessment framework?",{"text":117,"@type":113},"The framework is rooted in critical assessment, informed by relational-cultural theory, and inspired by critical generosity.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author critique the dominant language of assessment in higher education?",{"text":121,"@type":113},"Because it is tied to fear and institutional justification, reinforcing power relations between institutions and learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599127,1792165941,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 1 | Article 4 |\n| --- | --- |\n| 6-2020\u003Cbr>Moving from Critical Assessment to Assessment as Care\u003Cbr>Veronica Arellano Douglas\u003Cbr>University of Houston, [vadouglas@uh.edu](vadouglas@uh.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nArellano Douglas, V. (2020) . Moving from Critical Assessment to Assessment as Care. Communications in Information Literacy, 14 (1), 46-65 . Retrieved from [https://pdxscholar.library.pdx.edu/comminfolit/](https://pdxscholar.library.pdx.edu/comminfolit/)[ ](https://pdxscholar.library.pdx.edu/comminfolit/)[vol14/iss1/4](vol14/iss1/4)  \nThis Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nMoving from Critical Assessment to Assessment as Care  \nVeronica Arellano Douglas, University of Houston  \nAbstract  \nIn Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi’s work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around assessment from one of demonstrating value to one of embodying a value of care and connection in learning for both students and librarians.  \nKeywords: assessment, ethic of care, relational cultural theory, teaching, value, Critical Library Instruction  \nSpecial issue edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier  \nArellano Douglas, V. (2020). Moving from critical assessment to assessment as care. Communications in Information Literacy, 14(1), 46–65.  \nMoving from Critical Assessment to Assessment as Care  \nIn Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria T. Accardi rightly characterizes assessment in higher education as a practice of power. Assessment results,“legitimize a course or an instruction program, provide evidence of student learning, substantiate effective instruction, and justify curricula”(Accardi, 2010, p. 251) . The practice of assessment “embodies power relations between the institution and its students” (Reynolds & Trehan, 2000, p. 268) and every permutation of relationship between students, faculty, librarians, staff, and administrators. Despite its importance and political power,“there is no common definition for assessment in higher education” (Wall, Hursh, & Rodgers, 2014, p. 6). Yet an undercurrent of fear permeates the need for assessment within our institutions, leading academic libraries to adopt a practice of assessment firmly rooted in justification.  \nWe strive to prove our value, show our impact, and demonstrate our worth to external audiences. This is the narrative of assessment we’ve accepted, and we reinforce it through copious amounts of literature, conferences, and reports that temporarily mollify fears and heighten a sense of crisis that we then address with more assessment. It’s the new academic library assessment cycle: crisis, justification, report, repeat.  \nRather than reinforce the dominant discourse of assessment in academic libraries, Accardi (2010; 2013) sought a critical, feminist approach to assessmen","cbCaijqC6aspDiOU","https://ap.wps.com/l/cbCaijqC6aspDiOU","pdf",191822,21,"English","# Abstract\n# Assessment as Power and Justification\n# Crisis, Justification, Reporting Cycle\n## Toward a Critical, Feminist Assessment Approach\n# Care-Based Assessment Framework\n## Language and Critiques in Assessment\n## Caring Models from Other Professions\n# Reframing Assessment Toward Care and Connection","[{\"question\":\"What core shift does the article argue for in assessment?\",\"answer\":\"It argues for moving from assessment framed as proving or justifying value toward assessment that embodies care and connection in learning.\"},{\"question\":\"Which theoretical influences shape the care-based assessment framework?\",\"answer\":\"The framework is rooted in critical assessment, informed by relational-cultural theory, and inspired by critical generosity.\"},{\"question\":\"Why does the author critique the dominant language of assessment in higher education?\",\"answer\":\"Because it is tied to fear and institutional justification, reinforcing power relations between institutions and learners.\"}]","Moving from Critical Assessment to Assessment as Care - Article 4 | PDF",1792088210,53]