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I think we must avoid seeing the skills as an end in themselves

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					I think we must avoid seeing the skills as an end in themselves that we need
to assess. We'll end up with another fractured, multi level, complex
assessment system (alongside the existing one), difficult to monitor as we
encourage students to navel gaze about whether they are creative thinkers,
independent enquirers etc on the basis of complex descriptors (probably at
8 different levels ....) that we dream up and then struggle to moderate.
When a child self nominates as a creative thinker on the basis of an
unmoderated process, and ticks a box, (this is happening) who will we be to,
and how can we, gainsay their judgment? We can't if we only look at the
process, so we have to include outcomes. So, the judgment of creativity is
grounded in the piece of art work, the problem solved, the music composed,
the insights expressed, the innovative quality of the product whatever it
is... The team work similarly by the extent to which the team achieved its
goal (which is likely to be an outcome of sorts). Independent enquirers on
the extent of the problem solved. And so on. It's the impact stupid (to
paraphrase). I think the skills are there to help us learn about the world
and the people in it, to make a positive contribution to that world and to
be successful in it. In other words to achieve the 5 outcomes. If they do
not then they are not, in themselves, worth having. And arguably we wouldn't
have them in any appreciable sense anyway if they had not been used to make
a difference.

Vicki Pite

				
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Description: I think we must avoid seeing the skills as an end in themselves