5 Matching Annotations
  1. Apr 2021
    1. The core problem here is that we really don’t know exactly how the brain learns information or skills. And for what we do know, we don’t have the ability to directly observe when it is happening in the brain. That would be painful and dangerous. So we have to rely on something external to the brain serving as evidence that learning happened.

      What we call assessment is really an attempt to create a proxy indicator for what we call learning.

      It seems weird to think of it that way; we don't really understand learning so we create tasks for students to complete in the hope those tasks somehow give us some insight into the thing that we don't really understand.

    2. quizzes, tests, exams, assignments – none of those can measure learning or skill mastery. Not directly at least.
    3. exams or tests themselves are not essential
    4. This article is ostensibly a response to the use of proctoring software in higher education.

      But in order to do that properly the author has also delved into learning and assessment.

      It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.

    1. This post articulates a lot of what I've been thinking about for the past 18 months or so, but it adds the additional concept of community integration.

      Interestingly, this aligns with the early, tentative ideas around what the future of In Beta might look like as a learning community, rather than a repository of content.