{"id":19414,"date":"2023-08-28T16:12:50","date_gmt":"2023-08-28T05:12:50","guid":{"rendered":"https:\/\/www.educationperfect.com\/?post_type=article&p=19414"},"modified":"2023-08-28T16:12:50","modified_gmt":"2023-08-28T05:12:50","slug":"assessment-for-the-future","status":"publish","type":"article","link":"https:\/\/www.educationperfect.com\/article\/assessment-for-the-future\/","title":{"rendered":"Assessment for the future"},"content":{"rendered":"

AI is here to stay, so how we can make ensure students use this technology in a meaningful way?<\/h2>\n

Students in 2022, the year of our overlords Zukerburg, Bazos and Gates and whoever owns Tik Tok, are interested in proficiencies that align with their intrinsic motivations to succeed in a world where the personal brand is more important than grades. That being said, grades aren’t going away any time soon so it is up to us to make damn sure they represent something meaningful for our future overlords.<\/p>\n

If assessments can be hacked by using AI, basic internet searching and keyboard shortcuts, I’d argue the assessment may not be entirely fit for purpose. There are services now that will provide answers to assessment questions that have been photographed and uploaded to them within ten minutes. Someone gets paid to do that. Welcome to the dark world of black market academia.<\/p>\n

So, how might we best engage with this reality?<\/h2>\n

Please take a look at the question form here. I didn’t say, what is the solution to this ‘problem’ or what will stop cheating. I’m asking a question that cannot be cheated. Therein lies a possible solution to the new reality of obsolete assessment formats. If there is only one right answer to your question then how valuable is it as an assessment given that we are living in the age of easily accessible information? Yes, remembering stuff is important, and there is a place for building explicit skills which are based on the knowledge that must be memorised, but is grading that recall ability the most insightful way to represent the learner and their potential?<\/p>\n

A lot of our assessment behaviour as educators is more about serving the teacher, school and administration than it is about enriching the student with the confidence, tools and wherewithal to continually and effectively assess themselves.<\/p>\n

The final solution proposal or actual answer isn’t the primary aim. The most telling information from which to evaluate a person’s 21st Century skills (or whatever the latest term for those is) will be in their cognitive processes. Hattie has banged on about this for years in his Visible Learning<\/u><\/a>\u00a0edict, but so too did Ken Robinson in the context of creative processes.<\/p>\n

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There seems to be a lot of powerful evidence to suggest that our assessments need to shift from ‘What have you learned?’ to ‘How have you learned?’<\/p>\n