Comment: How does the "logic" of assessment influence the logic of education?

I found Dr. Cope’s discussion on educators “insisting on inequality of outcomes” (Cope, 2017a) through traditional approaches to teaching and assessment particularly provocative. As he explained, if we assume that a group of learners comes into a course with a normally distributed aptitude and then are exposed to the same exact curriculum, when we assess their learning at the end of the program, we can logically expect that will see the same normal curve of aptitude as an outcome. This in fact exposes a logic of education in which we as educators are perpetuating inequality within our educational structure.

If instead, we shift our logic on learning interventions to instead assume that, if we adapt curricula and assignments to better aligned with individual aptitudes and needs, then we might shift the normal curve to the right. In addition, by utilizing the vast abilities offered by e-learning technologies for formative assessment that takes place throughout the learning event, not just at the end, and includes both self- and peer-assessment, there is greater opportunity to increase mastery levels in a greater number of participants, as suggested by Bloom (see Figure 1). Having a logic of education or mindset that the inequity in aptitude for a given subject that students begin with can in fact be lessened by instituting technology-enabled pedagogies and assessment methods, opens the possibility for great equality in education. I agree with Dr. Cope, that “because now we can, we should.” (Cope, 2017b)

Figure 1: Bloom’s Concept Optimal Instruction for Mastery.

Source: Cope, B. (2017a). The old school: The mastery learning perspective - goals and outcomes. Retrieved April 07, 2021, from https://www.coursera.org/learn/ubiquitouslearning/lecture/jXJWI/the-old-school-the-mastery-learning-perspective

REFERENCES:

Cope, B. (2017a). The old school: The mastery learning perspective - goals and outcomes. Retrieved April 07, 2021, from https://www.coursera.org/learn/ubiquitouslearning/lecture/jXJWI/the-old-school-the-mastery-learning-perspective

Cope, B. (2017b). New Learning: Because Now We Can, We Should. Retrieved April 07, 2021, from https://www.coursera.org/learn/ubiquitouslearning/lecture/Fw4rI/new-learning-because-now-we-can-we-should

Make an Update: Describe and evaluate an innovative assessment approach or technology.

An innovative assessment approach I’ve seen utilized is the Program Completion Portfolio employed by Kansas State University’s (KSU) Graduate School, College of Education (COE). The COE developed this portfolio to serve as the comprehensive examination for those completing the Master of Science in Adult Learning and Leadership degree. A student’s final portfolio is comprised of a set of artifacts that are offered as evidence for the successful attainment of the seven student learning outcomes (SLO’s) set for the degree. (See Table 1.) “The portfolio is a collection of artifacts from assignments completed while in the program and reflections on the learning and why the artifact demonstrates mastery of the student learning outcome (SLO). An artifact and reflection will be completed for each student learning outcome for the M.S. in Adult Learning and Leadership program.” (KSU.edu, n.d.).

Table 1: KSU COE Masters of Adult Education and Leadership SLO's

​Source: Kansas State University (2021), Assessment report, 2019-2020: Masters degree program adult learning and leadership, p.6.; https://coe.ksu.edu/academics/program-areas/documents/ALL-MS-Assessment-Report%202019-2020.pdf.

Students “own” the building of their portfolio, which requires the submission of three key components — 1) artifacts, 2) SLO reflection essays, and 3) a final reflection essay. Students submit artifacts as evidence of mastery of the SLO, which might include papers, presentations, videos, or podcasts they’ve created during courses within the program. Participants are also required to complete a reflection essay for each SLO, in which the student, “reflects upon the knowledge, understanding, and synthesis the student achieved during the adult education courses (the program)” (KSU, 2021, p. 7). Importantly, students must also provide an explanation for why they believe a particular artifact demonstrates their mastery of a given SLO. Finally, a final reflection essay is added at the end of the program, which must by five or more pages long, and in which the student, “reflects upon growth and change as he/she progresses through the program” (KSU, p. 7). Submissions to the portfolio can be made and graded throughout the program, as the student achieves each of the SLO’s. All submissions are evaluated by the faculty of the adult education and leadership school utilizing a Likert scale and rubric.

This assessment approach is innovative for several reasons. First, it gives the learner a much greater role in their own assessment. By having the student reflect on which of their work products best demonstrates their achievement of a SLO, and then argue that proof within their SLO reflection essay, that student is an active player in their own assessment of mastery of the subject. The Program Completion Portfolio also allows for a more formative assessment approach, in which student progress can be evaluated as they complete artifact submissions, not just at the end of the program. Finally, this assessment approach fits within a more reflexive learning architecture as described by Dr. Cope, in which the focus is on production instead of content delivery and the evaluation method is student-centered, with those students becoming “knowledge producers” and “makers” (Cope, 2017b).

LINKS:

Kansas State University College of Education Adult Learning and Master’s Degree Webpage…

https://coe.ksu.edu/academics/program-areas/adult-learning-leadership/masters.html

Portfolio Program Assessment Report...

https://coe.ksu.edu/academics/program-areas/documents/ALL-MS-Assessment-Report%202019-2020.pdf

REFERENCES:

Cope, B. (2017b). New Learning: Because Now We Can, We Should. Retrieved April 07, 2021, from https://www.coursera.org/learn/ubiquitouslearning/lecture/Fw4rI/new-learning-because-now-we-can-we-should.

Kansas State University (2021), Assessment report, 2019-2020: Masters degree program adult learning and leadership. Retrieved April 07, 2021, from https://coe.ksu.edu/academics/program-areas/documents/ALL-MS-Assessment-Report%202019-2020.pdf.

KSU.edu (n.d.), Portfolio Requirements. Retrieved April 07, 2021, from https://coe.ksu.edu/academics/program-areas/adult-learning-leadership//masters.html.

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