Higher education is infatuated with numbers. Educators assign students a mark for an assessment, combine those marks into a final unit grade, and then institutions combine grades from multiple units into a Grade Point Average (GPA). The result is a wonderfully convenient numerical value. Years of learning ultimately represented by […]
Academic Identity & Professional Learning - Assessment & Feedback - Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
Why Are We Locking Students Into Early Judgments? Rethinking Point-in-Time Assessment
In my previous post, I explored the distinction between assessment and assessing. Assessment is usually the fixed product, a grade, a test, an assignment. While assessing is the ongoing process of feedback, dialogue, and growth. I also raised the possibility that we might need different language altogether, such as narrative evaluation, to better describe this developmental process. But […]