Really?

Really?

So, assessment -

As educators, we should review some facts and concepts derived from math, biology, and statistics. We need a better understanding of human potential based on brain science.

For much of the time, educators have been approaching the dilemma of assessment from a set of wrong-headed assumptions.

First, the human brain has approximately 100 trillion neural connections.  That’s a rather huge number.

Second, that system is dynamic.  The arrangement of synaptic connections changes over time.  We know this; however, we don’t give it a great deal of credibility. We make the assumption that this trait and knowledge itself is static; however, this dynamic nature of synaptic connection really represents a core consideration.

The reality is that we learn, unlearn, relearn, and put new learning to work in new situations.

Yet, as educators we have thought that a single test can measure learning across the spectrum of neural connection as if it were a static condition.  

The point is that no single test can ever measure adequately this dynamic, growing, changing and adaptive system.

At the very best, a test can only take a snapshot of skills - limited information which unfortunately is often used to make binding long term decisions.

Instead we need to be creating systems that allow for assessments based on achievements, based on solving real world problems, based on growth and development. 

The system of assessment needs to as dynamic as the system of learning and knowing.