The National Directory for the Formation, Ministry, and the Life of Permanent Deacons in the United States (Ascension)

NDPD

Candidate Stage of Diaconal Formation

234

provided in writing with clear explanations to the candidates, so they are aware of them before evaluations.

230 A further means of assessing the candidate is theological reflection on his pastoral assignment. Here the role of the peer community is of utmost importance. The candidate reports on his pastoral assignment, and the community enables him to reflect upon the human, spiritual, intellec tual, and pastoral dimensions of his actions. This format greatly fosters the sense of partnership in assessment. 231 Another opportunity for assessment lies in the classroom, where pastoral practice can be simulated, whether through case study, role play ing, or some form of pastoral problem solving. Although not empow ered by the sense of immediacy or by connection to a real incident, such simulations can be designed to explore any number of competencies in a structured and progressive program. 232 To enable assessment of the candidate’s intellectual formation, tra ditional examinations or academic papers are necessary, as prescribed by the Basic Norms for the Formation of Permanent Deacons of the Congregation for Catholic Education. Plagiarism is to be explained and diligently confronted. 233 A sense of partnership can be fostered by allowing the candidate to pres ent a portfolio of his accomplishments, to design a variety of ways in which he may demonstrate his readiness, or to engage in a collaborative study venture with those charged with his formation. 234 A comprehensive and integrative seminar, such as those used in pro fessional education, is recommended as a model to determine the level of assimilation and achievement of the candidate at the completion of his theological course of study. This model fulfills the requirement of a comprehensive review as required by the Basic Norms for the Formation

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