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Evaluation of learning has been viewed as summative measures of how much content a student has retained. It is useful for grading and segregating students into ability groups. It serves real-estate agents in fixing home prices in relationship to published test scores.
Since these new process-oriented goals cannot be assessed using product-oriented assessment techniques, our existing evaluation paradigm must shift as well. Evaluation should be neither summative nor punitive. Rather, assessment is a mechanism for providing ongoing feedback to the learner and to the organization as a necessary part of the spiraling processes of continuous renewal: self-managing, self-monitoring and self-modifying. We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self-evaluative. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we've missed the whole point of what self-directed learning is about.
Evaluation, the highest level of Bloom's Taxonomy, means generating, holding in your head, and applying a set of internal and external criteria. For too long, adults alone have been practicing that skill. We need to shift that responsibility to students—to help them develop the capacity for self-analysis, self-referencing, and self-modification. We should make student self-evaluation as significant an influence as external evaluations (Costa and Kallick 1995).
From Episodic to Continual LearningTolstoy said, "The only thing that we can know is that we know nothing and that is the highest flight of human wisdom."
A great paradox about humans is that we confront learning opportunities with fear rather than mystery and wonder. We seem to feel better when we know rather than when we about humans is that learn. We defend our biases, beliefs, and store- we confront learning houses of knowledge rather than inviting the opportunities with unknown, the creative, and the inspirational, fear rather than Being certain and closed gives us comfort while mystery and wonder being doubtful and open gives us fear.
From an early age, employing a curriculum of fragmentation, competition, and reactiveness, we are tr.T'ncd to believe that deep learning means figuring out the truth rather than developing capacities for effective and thoughtful action. We are taught to value certainty rather than doubt, to give answers rather than to inquire, to know which choice is correct rather than to explore alternatives.
Our wish is for creative students who are eager to learn. That includes the humility of knowing that we don't know, which is the highest form of thinking we will ever-learn. Paradoxically, unless you start off with humility you will never get anywhere, so as the first step you have to have already what will eventually be the crowning glory of all learning: to know—and admit—that you don't know.
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