Assessment in a Learner/Learning World.

Assessment in a Learner/Learning World

Pushing that Rock Uphill.

This blog follows on from my previous entry.

Whether your learning context is primarily learning or learner centred [or a skillful weaving together of the two] inevitably you are going to have to push that assessment rock uphill. 

The way I see it though is by clarifying whether your context is more learning or learner centred actually gives clarity around how to assess the learning that has taken place.

In fact it can be summarised by that, all too oft heard phrase;

 “Assessment of learning or assessment for learning.”

If the context is mainly learning strong, in other words the object of the learning experience is that ākonga gain knowledge that is transmitted to them by a teacher or selected resource, then a recall style assessment is probably as good as any. 

In this situation the assessment is likely to be leaning towards the summative and the traditional. Essays, tests, exams, recall quizzes etc. are all forms of assessment that can be utilised to ascertain whether information has been received, understood? and presented back.

If you want to assess whether or not the class has understood the health and safety rules of the workshop or how to do quadratic equations etc, in other words you want to carry out assessment of learning then a more traditional method of gathering that data is fair.

The problem is when that remains your only, or even your dominant form, of assessment. 

If you move into a learner centered context then this narrow approach to assessment is likely to be counterproductive and so, in the deliberate identification of your learning context the role of assessment is hugely important and should be considered early in the planning process [good UDL theory in practice there].

In a more agentic environment the process of learning is often just as important as the content and this naturally should influence the assessment regime employed.

In an environment where the deliberate objective is to empower the learner as a learner assessment for learning needs to be utilized.

This is likely to often be formative and more wide ranging. It could include peer, self, group assessments, oral presentations, reflections etc. 

The reason for this is that in a learning centered experience the process of learning becomes increasingly important. Metacognition often usurps cognition.

Learners need to understand how they learn as much as they understand what they learn. 

There is little point in demystifying the learning process for ākonga unless you are going to demystify the assessment process as well. To do this the process of assessment has to be understood by all. This is where grids, matrices and criteria [often constructed] are an important part of the learner centred approach. The process of assessment gives students power  as they start to understand how assessment works and how they can be participants rather than just the black box that receives and relays facts and information.

In a perfect world I see these two worlds working hand in hand. The assessment for learning process empowers students and demystifies assessment which should give them a greater sense of ownership and understanding when it comes to the more traditional and often summative assessments. 

The key is planning assessment that suits the context and planning assessment that goes beyond categorizing to an understanding of assessment that empowers and develops the  understanding of learning for all.

Merry Christmas.