Rethinking Assessment in Education: Moving Towards Continuous Feedback

In the ever-evolving landscape of education, the traditional role of teachers as mere deliverers of curriculum should have long been laid to rest. In a child-focused classroom, the educator's role extends far beyond the confines of textbooks and lesson plans. Today's teachers should be dynamic facilitators who constantly assess the emotional and cognitive well-being of their students.

Gone are the days when assessment was synonymous with exams or summative assessments that only measured a student's ability to memorise information. With AI capable of retrieving information swiftly and accurately, the purpose of assessment in the classroom deserves a closer look. Black and Wiliam (2004) focused on discussing the differences between assessment of learning and assessment for learning and that the key role of assessment as being assessment to promote learning not just measure learning, yet while much lip service is paid to this, in reality the difference is just too subtle - all students and parents hear is "assessment" and react accordingly. In these times when a drop in examination results in a school can provoke such emotive and punitive action, perhaps it's time to shift our terminology from assessment to feedback and dismiss the connotations that the word "assessment" brings.

In a child-focused environment, teachers are not just focused on academic progress. They are evaluating the holistic development of each student. This evaluation encompasses a nuanced understanding of a child's emotions, engagement levels, learning needs, and comprehension of the material presented. The information teachers carry in their heads about a student's background, emotions, and learning needs is invaluable in tailoring an effective learning experience. The word "assessment" doesn't seem to get this across even if it is banded together with "formative". Worse, "formative assessment" seems to carry no importance unlike the words "exam" or "summative assessment".

Let's use the word "feedback" instead. It can be used as a noun or a verb and therefore implies action around a product, rather than a finite judgement. Feedback plays a pivotal role in supporting children's learning and development within a classroom. In Hattie, and Timperley, (2007) the power of feedback in the learning process was discussed and positive feedback, in particular, wields a profound influence on educational outcomes. According to Hattie and Timperley's (2007) model, effective feedback should address three essential questions: "Where am I going?" (Feed-up), "How am I going?" (Feed-back), and "Where to next?" (Feed-forward). This structured metacognitive approach ensures that feedback serves as a constructive force, guiding learners by providing clarity on their current progress, celebrating their achievements, and charting a course for future improvement. Positive feedback, when thoughtfully integrated into the educational framework, becomes a catalyst for motivation, fostering a growth mindset and empowering learners to actively engage in their academic journey.

By incorporating metacognition, such as encouraging children to analyse their problem-solving approaches or reflect on their understanding, feedback becomes a catalyst for enhanced self-awareness. This metacognitive layer not only deepens their comprehension of subject matter but also equips them with essential skills for independent learning. Moreover, it fosters a growth mindset, as students come to view challenges as opportunities for reflection and refinement rather than setbacks. In essence, positive feedback, when intertwined with metacognitive processes, becomes a dynamic force that not only guides academic progress but also cultivates lifelong learning skills and a resilient attitude towards challenges.

If we embrace feedback loops in education, we shift the focus to measure what students are actually learning in terms of what is easily visible and what is not. Learning, as defined by Ambrose et al. (2010), is a process that leads to change, improves performance, and increases the potential for future learning. As a result of learning, learners come to see concepts, ideas, and/or the world differently. By creating feedback loops on using Hattie's model, we empower students to self-regulate their learning, fostering a sense of agency and control over their own educational. By creating feedback loops on cognitive skills, we are supporting students to be able to thrive in the new educational and employment landscape that they will find themselves in.

As we prepare students for an uncertain future, the ability to think critically, learn experientially, and adapt through trial and error becomes paramount. The pioneers of AI, the early adopters who have already created that feedback loop with AI, are poised to be the winners in navigating the uncharted waters of the future. Let's redefine our educational paradigm, embracing feedback to prepare our students not just for examinations but for a future where adaptability and continuous learning are the true markers of success.

References

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C. and Norman, M.K., 2010. How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Black, P. and Wiliam, D., 2004. The formative purpose: Assessment must first promote learning. Yearbook of the National Society for the Study of Education, 103(2), pp.20-50.

Hattie, J. and Timperley, H., 2007. The power of feedback. Review of educational research, 77(1), pp.81-112.