This post starts off with comments about changes to what we control in assessment but quickly turns to the subject of what, exactly, we are assessing. The result is a Venn diagram with three categories, expressed as questions: Did they (students) do it? Have they learning? Are we helping? The first is where most discussions of AI and assessment end, but it's actually the least important of the questions (and, frankly, if they've learned what they should be learning, who cares whether they 'did it', whatever it is?). The third talks to the utility of our intervention, whether related to the assessment or not. Though as Dave Cormier says, "good assessment is a combination of something that is designed to serve your learning goals AND something that helps the student learn more after they've done that assessment."
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