Give learners control over how learning is measured via assessment choices and science-fair-type projects¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends offering learners multiple assessment choices — multiple choice exams, essay exams, research papers, portfolios — and 'science-fair' types of projects in which the learner selects the topic of inquiry, decides the learning strategy, and creates a way to demonstrate the results. This addresses the author's point that uniform measures such as essay exams advantage good writers and 'negates the true measure of a learner's knowledge or skills.'

Design Implications¶

Context¶

Requirements¶

• Educators must accept giving learners increased control over what is learned, how it is learned, and how the learning is measured.

Constraints¶

• The author notes this article cannot address all the facets related to how learners should be given more control over the learning process.

Target Learners¶

• College students, including doctoral students; adaptable across subjects

Target Learning Goals¶

• Accurate measurement of learner knowledge and skills; development of self-directed learning

Related Strategies¶

• Varying Levels of Choice in Assessments
• Multimodal Assignments
• Choice Boards
• Project Options and Self-Grading
• Respect Diverse Talents and Ways of Learning
• Rethinking Accountability
• Use student-owned portfolios with digital and non-digital documentation to assess maker growth over time
• Use a three-stage model to help learners identify and apply their learning-style characteristics
• Use children's portfolios as alternative assessment of young learners' multiliteracies

Examples¶

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Key Sources¶

• Jim Reynolds. (2006). Learning-Centered Learning: A Mindset Shift for Educators. Inquiry, Volume 11, Number 1, Spring 2006, 55-64. http://www.vccaedu.org/inquiry/inquiry-spring2006/i-11-reynolds.html