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Many succeed academically through traditional assessment, but all students are disadvantaged by the one-size-fits-all, mechanistic approach which gives little consideration to the relational side of learning. This demands correction through a holistic philosophy of learning, where the learning environment caters for personal and social as well as academic development.
More insidiously, traditional summative assessment obstructs the development of self- reliance, inculcating an over-reliance on ‘authority’ (teachers, examiners). New skillsets are needed by the 21st century, self-directed, lifelong learner. Teacher-directed assessment must defer to collaborative, interdependent, empowering, partnership based assessment, to maximise knowledge, work and life outcomes, benefiting individual and society.
This study was conducted with a random selection of classes, including primary and secondary schools, early school leavers, senior learners and tertiary students. It shows that, when appl...
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