Community Learning Development Resource 101 – 13
WHY SHOULD WE MEASURE OR ESTIMATE
LEARNING SUCCESS?
SUMMARY
When people learn, is it important for them to feel successful, to be able to value what they have learnt and to feel and understand that they can learn successfully? This resource explores assessment of learning purposes.
The Learning Journey
By assessing the learning achievements and progress made by a learner, they and we have some idea of where they are on any learning journey – at the point that their learning is assessed- for example:
- At the start so that they and we know where they are coming from – their prior learning and experience of learning, so that we understand their readiness to begin and can get a starting point at which to connect them comfortably with the learning
- During a learning journey so that they and we know what learning is successful for them, what progress has been achieved and from that, how to progress and continue the journey
- At the end of a learning journey so that they and we know what has been achieved, what the benefits for the learner might be and what the learner might move on to – progression
- To understand the significance of the learning for each individual. Did they really learn something new – did they gain knowledge or an understanding or did they already have that knowledge and understanding, but not the confidence and skills to use it?
- We need to relate to our learners and enable them to recognise their individual learning success. We need to confirm and celebrate their success with them as well as understand their learning, and we may need to help them to understand and value their ability to learn
- Assessment should do much more than contribute to a picture of successful learning, it should support the building of a skilled and successful learner. The process of assessment may be less important than the nature of the learning relationship, which supports it. Is consideration for the learner more important than consideration of the learning?
INDIVIDUAL CAPACITY BUILDING – WHAT EVIDENCES SUCCESSFUL LEARNING?
Learner feelings about their learning success – evidence of:
- Their ownership of their learning
- celebration and joy at achieving success
- how they value their learning and their success
Evidence of tangible gains – finding out how the learner has used their learning and to what extent they feel that they have benefited.
Evidence of the use and application of successful learning:
- Impact on others around them
- Impact on renewal and regeneration activities
- Impact in the form of real improvements and developments
The ‘evidence trail’ may be complex – tracking back from a perceived impact within regeneration via the learner’s participation and contribution to a connection with their learning success.
The evaluative ‘evidence trail’ for the worker to evidence that what they have done has worked leads back from the impact within regeneration, via the learner and their successful learning and actions, to evidencing these as resulting from the worker inputs and interventions.
PROMPTS FOR REFLECTION AND DISCUSSION:
- Can we effectively engage with learners and their learning without a concern to assess their use of that learning?
- What is the nature of the relationship between a worker and a learner, which best supports the assessment of learning?