Shift your focus from testing to learning! Learning by Assessment uses assessment as a tool to enhance, not just evaluate, student understanding.
"Learning by Assessment" is an educational approach that emphasizes the role of assessment as a primary tool for facilitating and enhancing the learning process. Unlike traditional methods where assessments are typically seen as a means to evaluate what has been learned, in Learning by Assessment, the focus is on using assessment activities to drive and deepen the learning experience itself. This approach views assessment not merely as a tool for grading or measuring achievement, but as an integral part of the learning journey, fostering continuous improvement and reflection.
Historical Development
The concept of Learning by Assessment has its roots in several educational theories and practices that have evolved over time. In the early 20th century, the work of educational theorists like John Dewey laid the foundation for experiential learning, where learning is seen as an active process involving reflection and assessment. Dewey’s emphasis on reflection as a critical component of learning paved the way for later developments in formative assessment.
During the mid-20th century, the rise of constructivist theories of learning, particularly those championed by Jean Piaget and Lev Vygotsky, further influenced the idea that assessment should be integrated into the learning process. Constructivism posits that learners actively construct their knowledge through experiences and interactions, and assessments that encourage reflection and self-evaluation can significantly enhance this construction process.
In the late 20th and early 21st centuries, the shift towards learner-centered learning environments and the growing emphasis on lifelong learning have further propelled the adoption of Learning by Assessment. With the advent of digital technologies, assessment has increasingly become a dynamic, ongoing process rather than a static event, allowing for real-time feedback and continuous learning.
Benefits of Learning by Assessment
Learning by Assessment offers several key benefits that make it an attractive approach in various educational contexts:
- Enhanced Engagement
By involving learners in the assessment process, this approach increases their engagement and motivation. Learners become active participants in their education, reflecting on their progress and identifying areas for improvement. - Personalized Learning
Learning by Assessment allows for personalized feedback, helping learners understand their strengths and weaknesses. This individualized attention supports tailored learning paths that meet the unique needs of each student. - Continuous Improvement
Since Learning by Assessment is an ongoing process, it fosters a culture of continuous improvement. Learners are encouraged to regularly reflect on their performance and make incremental changes to enhance their understanding and skills. - Development of Critical Thinking
By requiring learners to assess their work and that of others, this approach develops critical thinking skills. Learners learn to evaluate evidence, make judgments, and provide constructive feedback. - Greater Accountability
Learners become more accountable for their learning when they are involved in the assessment process. This accountability leads to more profound learning and a greater sense of ownership over their educational outcomes.
Problems and Challenges
Despite its many benefits, Learning by Assessment also presents several challenges. In any case, this approach reminds the elderly to their time at school, where exams were a continuously frightening situation. Older adults need to understand that it is not a test with marks, but a self-assessment where the answers chosen are explained and commented on according to their correctness and that this process contributes to self-directed learning.
- Time-Consuming
Implementing Learning by Assessment can be time-consuming for both instructors and learners. Continuous assessment requires significant time for creating, administering, and reviewing assessments, as well as for providing detailed feedback. - Potential for Stress
For some learners, continuous assessment can be stressful, especially if they are not accustomed to this approach. The pressure to perform consistently can lead to anxiety and reduce the overall effectiveness of the learning experience. - Bias in Assessment
There is a risk of bias in self-assessment and peer assessment, where learners may either overestimate or underestimate their performance. Instructors must carefully design assessment criteria and provide guidance to minimize these biases. - Need for Instructor Training
Instructors must be adequately trained to effectively implement Learning by Assessment. They need to be skilled in designing assessments that promote learning and in providing constructive feedback that guides learners toward improvement.
Evaluation for Adult Education
When considering the use of Learning by Assessment in adult education, several factors come into play. Adult learners often have different motivations, experiences, and learning styles compared to younger students, and these differences must be accounted for in the design and implementation of assessments.
Advantages in Adult Education:
- Relevance and Application
Adult learners tend to appreciate assessments that are directly relevant to their work or personal lives. Learning by Assessment allows for the creation of practical, real-world assessments that are meaningful to adult learners. - Self-Directed Learning
Adults often prefer self-directed learning, where they have control over their educational experiences. Learning by Assessment aligns well with this preference, as it encourages learners to take ownership of their progress. - Flexible Learning Paths
Adult learners often have diverse backgrounds and varying levels of expertise. Learning by Assessment can accommodate this diversity by allowing for flexible and individualized learning paths. - Lifelong Learning
This approach supports the concept of lifelong learning, which is particularly important in adult education. Continuous assessment helps adults maintain and build on their knowledge and skills over time.
Challenges in Adult Education
- Time Constraints
Adult learners often juggle education with work, family, and other responsibilities. The time-consuming nature of continuous assessment may be a significant barrier for them. - Initial Resistance
Adults who are returning to education after a long break may initially resist Learning by Assessment, particularly if they are accustomed to traditional forms of assessment. Overcoming this resistance requires careful introduction and support. - Need for Support
While adult learners are generally more self-directed, they may still require support and guidance in effectively engaging with Learning by Assessment. Instructors need to provide clear expectations and constructive feedback to help learners navigate the process.
Further considerations
Learning by Assessment represents a significant shift in how education is delivered and experienced. For training programs with adults, it is a challenging enhancement. By making assessment an integral part of the learning process, this approach promotes deeper engagement, personalized learning, and continuous improvement. However, it also comes with challenges, including the need for time, careful design, and instructor training.
In adult education – specifically for the elderly - Learning by Assessment can be particularly effective if implemented thoughtfully. It aligns well with the needs and preferences of adult learners, offering relevance, flexibility, and support for lifelong learning. However, the challenges of time constraints and potential resistance must be carefully managed to ensure success. When used appropriately, Learning by Assessment can be a powerful tool for fostering meaningful and sustained learning in adult education.
Relevance for the BonJour! Project
All the advantages mentioned above will be used in the development of the new training course, developed in the frame of the BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism Erasmus+ Project (2023-1-IT02-KA220-ADU-000160320).
Sources & Further Reading
- Propel Learners Forward with Assessment for Learning (Oxford University Press)
https://elt.oup.com/feature/global/guide-to-assessment-for-learning/ - It's About Learning: Research work dealing with assessment of/for/as learning
https://www.harapnuik.org/?p=8475 - Assessment “for Learning” and “as Learning” (Governmental website with insights into assessment for and as learning).
https://www.dcp.edu.gov.on.ca/en/assessment-evaluation/assessment-for-learning-and-as-learning - How does assessment drive learning? This article delves into how assessment drives learning, particularly focusing on students' development of evaluative judgment.
https://www.tandfonline.com/doi/full/10.1080/02602938.2023.2206986
About the BonJour! Project
Coordinator: EduVita (Italy)
Project coordinator: Hanna Urbanovich
About the Author
Mag. Peter Mazohl, an experienced educator with over 35 years in adult education, is the local project manager of the BonJour! project in Austria and serves as the president of the European Bildungsinitiative (EBI). He is also a lecturer at the University of Technology Vienna, specializing in Blended & Flipped Learning 3.0 and Technology-Enabled Learning, and holds leadership roles in a publishing house.
