The ISEE Assessment proposes potentiality, operationalized as an individual's learning rate measured through dynamic formative assessments of personal learning trajectories, in place of merit-based assessment¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Potentiality is proposed as a dynamic, personalised measure that assesses individual growth over time rather than comparison with others. → Singh 2025
Evidence¶
Singh 2025¶
Singh, N. C., Gilead, T., Chakraborty, A., Van Herwegen, J., van Atteveldt, N., Borst, G., Bugden, S., Jasinska, K., Kay, J., Pugh, K., & Duraiappah, A. (2025). A new education agenda based on The International Science and Evidence Based Education Assessment. npj Science of Learning 10, 24. https://doi.org/10.1038/s41539-024-00288-w
q1 · i? · theoretical · r2
Definitional/proposal statement from the Beyond Meritocracy section: potentiality is operationalised as "a measure of an individual’s learning rate" via dynamic formative assessments of personal trajectories. The article stresses it does not measure absolute potential; no empirical test is reported.
"it proposes to operationalise the concept of potentiality as a measure of an individual’s learning rate, which is assessed through dynamic, formative assessments that reflect personal learning trajectories."
Discussion¶
Related Claims¶
- Because cognitive, social and emotional processing show no clear demarcation in the brain and dynamically interact with the environment, the ISEE Assessment recommends an integrative CASE (cognitive, academic, social, emotional) approach across learning, teaching and assessment — related
- The ISEE Assessment finds that meritocracy as the great equalizer perpetuates educational, social and economic exclusion and proposes shifting from static merit-based assessment to potentiality — a broader claim this one bears on
- Dynamic assessment reflects young children's learning potential more accurately than static tests, especially with minority and learning disabled children — related
- Static individual assessment misses developing functions; ZPD-based assessment reveals potential competencies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
potentiality-learning-rate-replaces-merit-assessment |
title |
The ISEE Assessment proposes potentiality, operationalized as an individual's learning rate measured through dynamic formative assessments of personal learning trajectories, in place of merit-based assessment |
description |
The ISEE Assessment proposes potentiality, operationalized as an individual's learning rate measured through dynamic formative assessments of personal learning trajectories, in place of merit-based assessment |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — singh-2025 |
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