Re: Assessment/Grading p.o.v.

Bob King (kingbx@HAMLET.UNCG.EDU)
Sun, 1 Sep 1996 23:16:40 -0400

On Sat, 31 Aug 1996, Marcy Bauman wrote:

> On Thu, 29 Aug 1996, Bob King wrote:
> > On the other hand, lets say pomo theory has really gotten to us, and we
> > say that each student probably has a "little Citidel" and a "little
> > Hampshire" within an overall multiplicity of selves. Then the individual
> > assessment, in the absence of a singular individual, maybe takes on a
> > temporal factor -- hmm, this week I'm kind of feeling in need of some
> > freedom, so I'll drag out my self-assesment software. Next week this may
> > differ. Ruminations in any case.
> Well, you know, this doesn't really sound like pomo theory gone
> nuts to me. I think it's _true_ that we're all a little Citadel and a
> little Hampshire and a little lots of other things, too. The key concept
> here for me is that the learner is the one who's driving the assessment,
> deciding when to take the test at the end of the chapter and when to try
> a bunch of things on her own.
> What would institutions of higher ed look like if we allowed
> people to take tests when they thought they were ready, and to seek other
> kinds of assessment if they felt so inclined?

Marcy, I *am* serious about pomo theory of self. I agree with you that
it's true -- particularly true to experience. And I am truly hopeful that
personalized education will indeed become possible if not unavoidable in
the era, soon to be upon us, when every student has a laptop starting in
the elementary grades. Institutions are already changing, as you pointed
out in one of your earlier posts. Lots of things are possible now that
are barely being dreamed of because of old habits, I think!

Bob King