Sustainable assessment

Been asked to reread David Boud’s (2000), Sustainable Assessment: rethinking assessment for the learning society. For me the article dances around problems of performativity and supervision.

Implicit and explicit throughout is the assumption that individuals might become effective at self-assessment.

Assessment involves identifying appropriate standards and criteria and making judgements about quality. This is as necessary to lifelong learning as it is to any formal educational experience, although it may not be represented in formal ways outside the environment of certification. Assessment therefore needs to be seen as an indispensable accompaniment to lifelong learning. This means that it has to move from the exclusive domain of assessors into the hands of learners. A focus on methods and techniques needs to be replaced by a new conception of sustainable assessment required for lifelong learning.

Boud 2000, 151

On reflection I might see that I bring these problems. I often question supervised performance. Supervised performance is linked to real hunger through not lifelong learning but through lifelong employment. Real hunger is where will the next meal come from? For me? For my children? My neighbourhood, city, region. Can I provide my children the lifelong security I have had? There are plenty in the world who cannot, mostly through circumstances brought about by supervision and performance put at the service of, call it what you will: colonisation, surplus value, interest, rent, oligopoly; usurpation of a common wealth.

In abstracting many factors into the term “learning needs” we lose sight of the moral aspect of the question.

Sustainable assessment can similarly be defined as assessment that meets the needs of the present without compromising the ability of students to meet their own future learning needs.

Boud 2000, 151

Sustainability becomes an empty value unless there is consideration of some substance around what is sustained. Is learning a good in itself without regard to application or outcome? And, what is a “learning task”? Learners “… need also to be prepared to undertake assessment of the learning tasks they face throughout their lives” (152). Could daily activity become a learning task? How much activity should be framed as learning? Who frames the learning task? Who says: this-is-real-life; and: this-is-a-learning-task? When assessment is framed this way, questions of justice are raised.

Maybe this is easier when employed by a university or any educational institution. Boud reserves his comments for “…formal educational experience… within courses” (151). People like me and my colleagues are employed by institutions to assess formal learning activities in courses. If you remove “the domain of these assessors”, have you removed the need for assessment? For whom is the assessment performed, in the end? The assessors? Or, the assessed? Or another? Again I return to justice.

The idea of reciprocity appears to offer a means to retain justice within a framework of assessment for (and of) the other, but can a grand-narrative learning society serve reciprocal justice without doing to others? Boud draws on Frank Coffield’s excellent work. Coffield’s (2006) “Running ever faster down the wrong road”, summarises work undertaken throughout the 1980s and 90s, concluding, “… the government’s programme of reform in the public services, despite significant investments and successes, is now doing more harm than good.” I suggest this is as true today as it was then. There have been some successes in the first two decades of this century as there were in the last two of the previous century but, directionally, the inequities remain. Health and wealth inequalities are starkly illuminated by the coronavirus presence.

References

Boud, David. 2000. ‘Sustainable Assessment: Rethinking Assessment for the Learning Society’. Studies in Continuing Education 22 (2): 151–67. https://doi.org/10.1080/713695728.

Coffield, Frank. 2006. ‘Running Ever Faster Down the Wrong Road: An Alternative Future for Education and Skills. Inaugural Lecture’. Institute of Education. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.477.4397&rep=rep1&type=pdf.

Our World in Data, Gapminder and Justice

Thumbnail link to original chart and data

ourworldindata.org, is one of those things that makes the Internet a-good-thing. It is one of those things that makes universities worth some of their pennies. “Research and data to make progress against the world’s largest problems… All free: open access and open source.” Strapline and mission, in one. And their data visualisations are the best since Gapminder. Gapminder is another of those things that makes universities and the Internet good things. Truth through numbers made accessible visually, addressing problems that most people will understand. Kind of like Michael Sandel’s Justice course. There are more, but I realise this could become a long post, for which I do not have time this morning. About which, more later.

https://ourworldindata.org/grapher/coronavirus-cfr