{"id":355,"date":"2023-12-12T04:14:59","date_gmt":"2023-12-12T04:14:59","guid":{"rendered":"https:\/\/greenleaflearning.com\/?page_id=355"},"modified":"2023-12-13T01:26:01","modified_gmt":"2023-12-13T01:26:01","slug":"dna-of-learning-part-14","status":"publish","type":"page","link":"https:\/\/greenleaflearning.com\/dna-of-learning-blueprint\/dna\/dna-of-learning-part-14\/","title":{"rendered":"DNA of Learning Part 14"},"content":{"rendered":"
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Assessing the Learning Journey toward Transfer<\/strong><\/h2>\n

When Teaching Mirrors Learning Series <\/strong><\/p>\n

Unpacking The DNA of Learning Blueprint<\/em><\/p>\n

 <\/strong>\u00a92023<\/em><\/p>\n

     Each article in this 15 part series systematically unpacks the DNA of Learning Blueprint for kindling the spirit of learning and re-starting our passion as educators.  The collective series will represent a comprehensive outline of fundamental requirements for timeless learning across ages and disciplines.<\/em><\/p>\n

Part 14: <\/strong>Assessing the Learning Journey toward Transfer<\/strong><\/p>\n

Our job is not to prepare our students for something.<\/em><\/p>\n

Our job is to help students prepare themselves for anything.<\/em><\/p>\n

When…<\/strong><\/p>\n

     …we went to the internet to seek an image for \u201cassessment\u201d we were inundated with drawings of grades, scores, symbols, and checklists like the ones below. Yet, assessment must be more than a summative ending place for sorting purposes.  If schooling is to focus on growth and durable learning that supports success in life by the individual\u2019s chosen journey<\/em>… grades don\u2019t accomplish this.  In fact, they may be counterproductive in promoting motivation, perseverance and curiosity for many.<\/p>\n

Do you Suppose…<\/strong><\/p>\n

     …that good grades translate into a fulfilling life?  Is there a correlation?  Not in our research! We\u2019ve known for years that A\u2019s and B\u2019s do not equate to creativity and overall \u201csuccess\u201d in life. Then what does align with a successful, fulfilling adult life? <\/p>\n

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The Duality of Assessment <\/strong><\/p>\n

     Historically, the commonly covered and recited mass of information largely measures the capacity to take in and report out curriculum. This addresses but a fraction of intelligence and even less of capabilities needed in future work environments.  We have concluded in our action research that there are two fundamental, purposeful assessment practices.<\/p>\n

     The first<\/u> must be a tool for growth and learning<\/em>.  Learning would be monitored formatively, generating patterned evidence of growth or struggle.  The feedback would serve to guide instruction for the teacher and learning for the student toward desired goals.  While many formative assessment programs and processes purport some of these components, few are implemented in a manner to provide feedback that guides, motivates and inspires continued student interest.  Student work, quick check-ins and exit slips could efficiently provide all that is needed to move learning forward on a day-by-day or weekly basis.<\/p>\n

     The second<\/u> learning tool would be a demonstration of interdisciplinary application,<\/em> analogy or transfer.  The capacity to apply<\/u> the information\u2014not just within<\/em> the current subject of study\u2014but across domains<\/em> and on to future undertakings\u2014indicates a more deep, durable understanding. When one can adapt knowledge, skill and understanding from one way of comprehending it and use it to problem-solve and understand an unrelated domain… THEN<\/em>… one has truly demonstrated sustained, timeless learning.  <\/p>\n

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Assessment OF and FOR Learning<\/strong><\/p>\n

     The DNA of Learning supports assessment that drives instructional decisions and moves learning forward.  \u201cHow can I get a good grade?\u201d<\/em> is replaced with \u2018How can I show the importance of this learning for me?\u201d<\/em><\/p>\n

The Blueprint focuses on a few simple, but important notions:<\/p>\n

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  1. Student work is the primary source of evidence<\/li>\n
  2. The use of feedback to students that addresses their growth and interests to promote their learning<\/li>\n
  3. Employing alternative ways for students to demonstrate targeted learning outcomes<\/li>\n
  4. Applying\/transferring big ideas to interdisciplinary applications of concepts and skills as the summative measure used to demonstrate deeper, more durable understandings.<\/li>\n<\/ol>\n

     <\/p>\n

    Purpose 1 Assessments<\/u><\/strong>:  Formative Tools for the Learning Journey<\/strong><\/p>\n

         <\/strong>A teacher needs to ascertain evidence that will inform and drive<\/em> instructional decisions.  Within the curricular scope ask such questions as:<\/p>\n