11 Tech Factors That Changed Education in 2011
Dec 21, 2011
Commentary by Stephen Downes

I'm not really sure I can wrap my mind around the "consultation-based curricula". Here's how it works: "Assessment recast as a consultation exercise where the aim is to solicit the opinion and knowledge of the candidate about a particular topic. The aim of consultation based curriculum is to develop the knowledge and critical skills of the candidate such that they can provide a meaningful and considered response to the consultation." Total: 1034
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Re: 11 Tech Factors That Changed Education in 2011

One take on the idea is this: rather than run a course according to an 'arbitrary' curriculum, a public consultation document provides the course skeleton, and implicitly defines the topics that are to be studied in the "course". The intention is, that given the consultation document, the students taking the course explore the issues/topics/technologies that relate to the consultation area in a way that allows them to make a meaningful response to the consultation, or at least have a reasonable understanding of the issues it relates to... The assessment may be framed in authentic terms as the requirement to provide a reasoned response to the consultation. [Comment] [Permalink]

Re: Dynamic, Feed-Forward Assessment

The assessment may be framed in authentic terms as the requirement to provide a reasoned response to the consultation.

An assessment process that I tried in standard courses I taught in teacher education is called an "exit interview." An exit interview allowed me to explore the student's knowledge in a more dynamic, engaged and meaningful way that I believe may have fed the learning forward.

While I never got the format of the exit interview perfected, it became a medium for addressing learning, cognitive apprenticeship, student work and also receiving better feedback on the teaching and course design. And it is cheat proof.

The exit interview allowed me to tap meta-cognitive processes. Problem finding and authentic problem-solving processes appeared in the exit interview.

I always met with each student one to one, sometimes several times. Sometimes we reviewed a pre-post course instrument called a "knowledge survey." Sometimes we reviewed a student created "mark proposal." Sometimes we reviewed a final project, in which I provided intimate feedback and then gave opportunities for correction and improvement. Or any combination therein including soliciting feedback regarding the course, its design and my teaching of it.

One unquestioned assumption of assessment is that the instruction and instructor was mathemagenic, that is tp say that the instruction and instructor 'gave birth to learning' regarding assessment criteria, which may or may not be the case and which I tried to factor into the exit interview. [Comment] [Permalink]



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