Learning through rich assessment and mediation in a university

A learning community is considered integral to the growth and development of teacher-education university students. Students learn from one another, with the lecturer, and the community. The role of lecturer can be significant in enabling students to be active, reflective and collaborative in their learning journey, particularly when rich assessment is an integral part of the learning process. Rich assessment requires not only a social constructivist framework and mediation, but also a mediator, or one who interacts throughout the rich assessment task. Other relative concepts of intentionality and reciprocity, mediation of meaning, transcendence made transparent, and the valuing of the development of affective attributions initiated by Feurstein, will be explicated.