As you point out, assessments are not the problem, what is being assessed is the question. Grading leads to accreditation. Then those who assess should better be accredited as well. Thus, there is an institutional chain in place for higher education. On the personal level, assessment needs to be dealt with – no need to overate them ?
LikeLike
I wonder if “overlearning” is a problem or not. A dichotomy between “‘sideways learning'” and “overlearning” makes me think that it is the context that matters. Overlearning basketball-playing can pay off very well in basketball performance. Overlearning sitting to tests may not pay off very well in establishing teamwork routines.
I wonder if “overlearning” is a problem or not. A dichotomy between “‘sideways learning'” and “overlearning” makes me think that it is the context that matters. Overlearning basketball-playing can pay off very well in basketball performance. Overlearning sitting to tests may not pay off very well in establishing teamwork routines.
LikeLike
Dear Xin,
Thank you for your posting your view on this topic. While reading the article I was wondering if knowledge is something that we can search outside ourselves. Information is something stored in many different forms and media. I would argue that knowledge is constructed and reconstructed as we make sense of our experiences, because we create and renew our understanding of information. And such a situation calls for lifelong learning, as you discuss in your article, because tools need to change and expertise is a tool that needs to remain relevant in our never-ending problem solving efforts.
LikeLike
