- What really matters in a contemporary education?
- How should we assess those things that matter?
- How might out assessments enhance learning that matters, not just measure it?
Goal attainment scaling offers teachers a way to communicate clearly both what is expected and at what level a student is performing on a learning goal.
The world is asking more and more of today’s students. We owe it to them to prioritize the effective development of skills and mindsets that will guide them toward success.
- They are aware of their current level of understanding.
- They understand their learning path and are confident enough to take on the challenge.
- They can select tools and resources to guide their learning.
- They seek feedback and recognize that errors are opportunities to learn.
- They monitor their own progress and adjust course as needed.
- They recognize what they’re learning and can teach others.
It begins with building a strong and positive climate that emphasizes learning over performance.Students and teachers need to share established goals for learning.Feedback is the most underutilized tool we have as teachers. But if feedback is not timely, specific, understandable, and actionable, the promise of feedback will not be realized.We have to teach students how to lean—not just what to learn.Assessment capable learners need teachers who have a clear understanding of the learning intentions and the success criteria and can communicate them to students.
Peter Drucker, American management consultant, educator, and author, is attributed with a number of quotes that are pertinent to this topic.
If you can’t measure it, you can’t improve it.
So if we want to improve student achievement, we have to “measure” the multiple factors that impact our ability to achieve goals we set, such as prior learning experiences, cognitive readiness, and social-emotional readiness. We also need programs in schools that help students develop these skills. Finally, teachers need to adapt their practices to bring students more directly into the conversation of assessment, allowing them to control and use the information in productive ways.