Personalising learning and assessment ...a way forward without looking back?

The perfect storm continues as educators collaborate about how to assess learning now that the framework of examinations is under challenge. 

Assessment, fairness, moderation is still a key focus, almost unwittingly bypassing the self-regulation potential of the learner, although some potential rubrics are developing with a focus on skills, critical thinking, collaboration and creative thinking as well as application to real life.

Although there is an emerging debate whether the curricula on offer are relevant to our new generation learners, there is more anxiety on how we will measure learning achievements reliably and how we will provide certificates for higher education.

All educators would profess that celebrating learning success not only improves motivation and a love and desire to learn more, but also stimulates better understanding, the ability to dig deeper, inter-linking knowledge and applying skills to real life problem solving as part of their learning journey - after all what is the purpose of education?

We as educators perhaps need to consider spending more time on reframing the role of teachers and educational leaders - a paradigm shift. Our teachers become our leaders of learning still able to identify and navigate expectations and rubrics however the focus is now the motivation of learners to create learner evidence, to celebrate learner success - amd importantly according to each learners own personal learning style skills and cognitive mindset. And the reframing of testing to progress celebration.

The current examination systems test each student and grades them with moderation to establish fairness.  There is global agreement that there is not enough focus on the learner and on personalised assessment and that exams do not take into account the interests of all learners, their own learning journey and how a learner’s ownership of their own learning can actually reduce the workload of teachers - especially by self and peer assessment.

We still do not have the landscape that believes that personalised learning evidence can provide high quality information both formative and ipsative, and the belief that self-assessment, and peer assessment can be effective strategies which can empower learners to become efficient leaders of their own learning. In examinations there is little recognition of cultural influences, and inclusivity of learning styles.  

Cultural shift in thinking is clearly required – a real paradigm shift providing a degree of autonomy to educators for providing an evidence base against criteria regardless of the student start points – with a focus on celebrating progress rather than measuring success against age-related outcomes and tests.

This does not take away the challenge for learners to achieve expected standards or exceed them.  In order to do this, critically, a learner needs motivation, and an increasing awareness of their own personal strengths and weaknesses.  Self-regulation, in relation to high expectations, for example planning, monitoring and reflection skills can still be directed by the teacher.

I am suggesting that a curriculum should be the pathway to autonomy of learning using learner evidence to track progress – with the teachers driving expectations using their emotional intelligence and professional teaching acumen.  Personalising learning will include cultural sensitivity and will build on the foundations of the learners start points inclusively. A key focus would be developing learner self-belief, confidence and a curriculum journey where students enjoy their experiences through learning by enquiry and understanding and applying their own developing personal skillset to problem solving, leading to personal successes.

I would very much like to hear your views and ideas on how we can create an environment ( and rubric if required ) which values students producing evidence of learning embedded with 21st century skills, literacy, numeracy and technology and where teaching strategies encourage opportunities for students to think critically, to verbalise, to discuss and be creative in lessons, with their learning evidence really valued, and where there is an adaptation of curriculum objectives to motivate all students irrespective of start points to help them develop their self belief, self confidents and real passion for learning.

A wonderful example of qualities not assessed by examinations - posted by Terry Small, President of Terry SmallLearning Corporation

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Dr. Tassos Anastasiades