Connected knowledge and traditional assessment of learning
If we accept connected knowledge in our students, a whole new approach to the measurement of the success of that learning must occur. It begs the question of assessing to rank students. And if our assessment is authentic, it also calls into question our institutionalised habit of working in teams, and assessing individuals. A big picture view is essential when stepping into these muddy waters to ensure alignment between what is known, how it is known, and how we expect this knowledge to be demonstrated. The questions I would be asking is not only what is known, but who knows it, and how is it known?
