Connectivism and assessment
When designing an assessment task for students, a key message is open-outcomes. The sense that I make out of a concept is not neccesarily the sense that each student makes. So if we are asking for individually constructed perceptions based on the range of perspectives that have been sought, we should expect and invite the chaotic. What interests me is what we do with the assessment items from there – as a learning tool they are invaluable because they are not just ad hoc contributions, they have been researched, reasoned, reflected upon and constructed. So as a final exercise, my imagination is tantalised by the result of collaborative thought based on the sum total of our perspectives.
Now, I wonder how the hierarchy would view such a chaotic idea about assessment? And I love the concept that it is group knowledge that is important, not only the individual’s beliefs.
