One of our aims at Findhorn College is to facilitate development of participants and facilitators into mature self-directed learners. In other words, helping them learn how to work out what they need to know in any situation, set appropriate learning goals, establish a learning programme, and set criteria by which to determine when they have achieved their goals – we call this a learning contract. Usually, it is extremely helpful to do this with the help of a learning community.
Many of our courses are not formally assessed at present. For those that are assessed, our approach is guided by the work of John Heron and later researchers (1.) on self, peer and faculty assessment. This approach is quite different to the usual grading system, and requires each student to be an active participant in assessing their own learning and that of other students. Because it takes more time, however, it is difficult to apply in short courses. College staff and faculty are also exploring alternative approaches to assessment through an appreciative inquiry process.
As in any college, faculty are involved in assessing the student’s work where they have particular knowledge or skills – for example in assessing how well a student has learned and understood the course material as reflected in an assignment. But the student herself also assesses her performance against her own learning goals and criteria, as expressed in her learning contract, and helps to assess the performance of each of the others in her learning community (including faculty) against their learning goals and criteria. Hence, each student and faculty may get several assessments: from themselves, from each of their peers, and from faculty. Where necessary this assessment may be translated into a grade, thus sharing responsibility for grading amongst the whole group, and minimising the traditional hierarchical power of faculty. However, grading is not the purpose of the assessment; improvement of learning is.
Some students know that they are the best persons to critically assess their learning. For others it can be very difficult to adapt to this different style of learning. It requires each student to take responsibility not only for their own progress, but also to maintain an active interest in the learning of their peers so that they can make a reasoned assessment of their progress. This takes more work than simply handing in an assignment – they must read and assess the work of their peers, and be accountable for the recommendations they make on that work. It is also difficult for many teachers to release their power over grading and trust that students will give an honest and accurate result. But the process has the advantage of empowering each student to take responsibility for their own learning, and of removing sole responsibility from faculty and distributing it amongst the learning community. It also helps to avoid the inevitable biases inherent in self-assessment alone.
Personal reflection and assessment are essential for authentic experiential learning to occur. Without it, an experience is simply an event that happens rather than an opportunity for growth, transformation and integration. And without the honest assistance of our peers, self-assessment can be blinkered and distorted. Assessment thus becomes an important part of the learning process rather than simply providing a grade for accreditation. It empowers participants to take control of their own learning, and to bring greater self-direction into their lives outside the educational context.
Finally, some student reactions:
It was good for me that I got feedback on what work I did and that I got to critique myself. It was helpful to hear how others critiqued themselves.
Amanda
I really liked that the assessment was an equal process, that we all had a chance to give feedback.
Michal
