Assessing messy learning

… our school assessment lives primarily in the bottom left part of that graph … we rarely if ever get to the “immeasurable” stuff that resides toward the top right. To put it another way, we focus in schools on that which is quantifiable when, I think, our real value as places of learning rests in that messy stuff that isn’t.

Will Richardson via http://willrichardson.com/post/28626310240/the-immeasurable-part-2

2 Responses to “Assessing messy learning”

  1. I agree that many teachers don’t assess the messy learning. Most don’t have the knowledge or skills to create quality assessments or don’t have access to them. Intel has a HUGE repository of assessments (formative & summative) that would provide teachers the tools to assess their students in the areas of creativity, collaboration, critical thinking, problem solving, etc. No excuses now!

  2. Love your reply, Julie and couldn’t agree more. Just because the things in the upper right are difficult to define in ways that we can measure them doesn’t mean we shouldn’t be striving to do just that. If the stuff in the upper right is the “important” stuff then we darn well better figure out how to measure and assess it! Otherwise how will we know that we’ve taught it?

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