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Abolishing Marking
A Dangerous Idea
Allowing candidates control over medium and content allows them to determine their own means of communication and the best way to express their learning
An assessment task is usually designed with a format and media of presentation in mind, restricting candidate expression.
Allowing candidates to choose their own medium for artifact production enables not only the content but the manner of communication to be assessed
Producing an artifact for a defined purpose makes explicit the assessment process - making learners self conscious and aware of the all-seeing examiner
Allowing learners to have their learning multiply assessed gives confidence to experiment with new or non-traditional learning
Allowing learners to create without self-conciousness allows genuine abilities and interests to be displayed
having only one marker, no matter how well trained assessing a piece of work is a significant risk and a huge responsibility
Restricting the medium and content, restricts the manner in which the message being presented can be communicated, necessitating particular objectives to be met rather than the overarching aim.
Allowing learners the opportunity to pursue their interests without artificial boundaries allows for more motivated learning
Where learning objectives need stating explicitly there is necessary but artifical boundaries between areas of knowledge
Allowing assessors to be presented with artifacts which follow a theme rather than formally encoded knowledge schemas allows them to make more authentic judgements
Allowing assessors access to artifacts created authentically gives them a greater insight into candidates abilities rather than merely their ability to regurgitate acceptable discourses
Allowing for aggregated assessment shares the responsibility eliminating bias and error.
The production of artifacts uninhibited by restrictions on content and medium, allows for choice over emphasis, design and communication, enabling more "beautiful" artifacts to be created
Multiple assessments give assessors freedom to express their own professional and social values.
Allowing assessors to see the creations of candidates presented in their own terms allows them to view their beauty on their own terms
When students produce without boundaries, themes emerge which are not bounded by subjective and arbitrary divisions.
Allowing assessors access to the choices that the candidates make enable them to better understand the candidates approach
With comparative adaptive judgement, students are free to choose the medium most appropriate to communicate their ideas in the format most appropriate allowing them to express themselves freely.
Producing an assessment without the assessment framework allows for more authentic production, enabling more free and exploratory learning
How this can be applied to
Curriculum for Excellence
Experiences and Outcomes
The starting point is the artifact which is submitted for assessment. Yet this artifact may be made up of many smaller elements - each in themselves artifacts in their own right, which can be combined and recombined to display different elements of conceptual understanding, but critically these artifacts can be produced based on the interests of the learner.
The below is an example of an outcome from the Science Experiences and Outcomes at the Fourth Stage (roughly equating to S2/3, just prior to examinations.
I can help to design and
carry out investigations into
the strength of magnets and
electromagnets. From
investigations, I can compare
the properties, uses and
commercial applications of
electromagnets and
supermagnets.
SCN 4-08a
Consider three submissions each with three pieces of evidence offered as demonstration of competence in this E&O
Pupil 3 submits
1. A paper on the health and safety implications of using supermagnets.
2. A presentation on the use of supermagnets in wind turbines
3. A cost/benefit analysis on the use of different magnetic materials in an industry context.
Pupil 1
Submits
1. a video showing themself trying to pick up different objects with differing strengths of magnet
2. A paper on what electromagnets are found in their home and the manufacturing processes of these electromagnets
3. A research paper on the fridge magnets that a relative has in their home and a comparison of the magnetic strengths of each.
Pupil 2
Submits
1. A (picture/video) of a piece of art made from magnets that they have created.
2. A photo-essay on magnets used in industrial contexts with
3. A video of a choreographed dance showing the attraction and repulsion between magnetic fields