An iceberg or an ice mountain – as we already know – just shows 10-percent of its real mass. I chose to compare my knowledge of learning assessment with this freshwater ice because this is how much I knew before I learned more deeply.
I always thought of written tests as the ultimate tool in measuring the performance of learners. In fact, I believed in it so much that I always opened by theology class with a surprise quiz. Eventually, of course, it no longer became a surprise thing and the students focused on memorizing names, places, dates and events instead of the spiritual significance of their scriptural readings.
With an improved comprehension of assessment as well as its components, these have led me to think that I need to improve my teaching and assessment methods. I’ve had my a-ha moment so it’s time to put this realization to good use.
I now have to worry about deeper learning and how my students will be able to see the world in a new light. They should be able to ask questions, reason out, argue betimes, and even think outside of the box.
This means my class now has to get out of linear thinking. Linear progression is the shortcut to learning as it saves the educator and the learners their energy and time though it offers limited learning moments.
I have also realized that learning actually occurs during moments of trial-and-error, especially when something that’s highly motivational is facing the learner.
Unfortunately, most of the curricula in our country are still designed in a linear fashion. But learners and educators need to collaborate, describe, explain, demonstrate, experience and apply.
In conclusion, I am now an advocate of cyclical progression in learning and assessment. Here, action plans are drafted and the path towards the achievement of learning goals are recognized and even clearly defined.