Assessment as a Social Activity
I’ve been following the Washington State Harvesting Gradebook project for sometime and have been impressed with the intellectual rigor behind the project. That is clearly evidenced in this video overview of the project:
The comments at the end of the video are particularly significant. The narrator concludes:
At bottom, our research findings challenge many traditional assumptions. We are all understanding now that more than ever learning and assessment is or should be social. It benefits from the insight and diversity of broader engaged community. Expertise is distributed. It is not monolithic.
Assessment and assessment criteria, as Wiggins has long argued, should not be a secret. Students’ energy and creativity in their learning should not be held hostage by a classroom or coddled with promises of, “Someday in the real world …”
Intellectual capital is mistakenly recognized as a noun. Intellectual capital is a gerund. It is learning. And it is most valuable when it’s plural: “We learn.”
This emphasis on community and social connections in the learning process (which encompasses assessment) is reminiscent of Brown & Adler’s assertion that it is time for us move beyond the Cartesian premise of “I think, therefore I am” and embrace the more realistic and rich notion of “we participate, therefore we are.” As we make learning and learning assessment more social, public, and transparent, learners will be naturally more invested and engaged in the learning process because they become co-creators and co-custodians of the experience. The WSU model of social assessment that incorporates external assessment of student work extends this openness into the broader community in which our students will work and continue to learn after graduation.
As we move forward with the development of the BYU gradebook, we will incorporate these elements of social assessment, facilitating self-assessment, peer assessment, instructor assessment, and external (third-party) assessment. The resulting treasure trove of authentic assessment data will more than meet our accreditation needs (so long as our program outcomes, learning activities and assessments are aligned!). But far more importantly, this rich, community-centric assessment approach will deepen and enrich the student learning experience.