More Progressive Ways to Measure Deeper Level of Learning

Bang, Marisa

CA-Assessment Strategies

Schwartz, K. (2014). More progressive ways to measure deeper level of learning. Mind/Shift Howe We Learn. Retrieved from http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

Summary: This article offers suggestions to measuring learning that is beyond knowledge of content. As the article pointed out, finding a winning combination of criteria can be complicated and sometimes difficult. The charter network’s teachers suggest the following three steps for assessment: know, do, and reflect. The reflective process is the most crucial—both individually and with peers—because it allows the students the opportunity to reflect on what they could have done differently and what they need improvement on. The article further inserts that students should see the learning experience as a continuing path of development instead of an endpoint of learning. Hence, students can even co-design the class rubric for each assignment. Moreover, assessment does not have to occur only when the final product is done, but instead, assessment can happen as the students are working and it should be encouraged.

Evaluation/Opinion: This article was really helpful in shedding lights to measuring student’s learning process. I really liked the idea of co-creating rubrics between the teachers and students because the students are essentially creating a set of personalized goals for them to accomplish. Moreover, students get the opportunity to collaboratively work with the teacher and understand the process of how the rubric was developed. Students will know what is expected of them and instead of being handed a rubric blindingly, they are fully aware of the assessment process. Thus, I think this article is very helpful due to its progressive method in assessing student's progress in learning.