Another dot in the blogosphere?

Hidden from assessment

Posted on: February 23, 2021

If I was still a full-time professor, I would probably be a member of the ungrading movement. This is the pushback against number and letter grades because these often obstruct learning.

As the visual in the tweet above illustrates, grading and current forms of assessment ignore what lies beneath. They are not designed for the long tail of learning or the less tangible aspects of learning.

This is why I work with organisations that have a more progressive stance on what counts as success. For example, with one institute the focus is on formative feedback and the course is pass/fail. In another group I work with, my modules have no required assessment — I can focus on what my students need in the short and long term. Both allow me to facilitate learning by diving into what is hidden from hurried and mechanical assessment procedures.

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