‘for the first time I can see something better than exams.’
/‘for the first time I can see something better than exams.’
This simple declaration from an educator visiting Learnlife recently made my day! Exams have for so long been one of the biggest blockers to meaningful change, forcing all to have to play by a mandated rule book that chains them to the past. The increasing mental health issues, very evidently triggered by exams, are a great worry. The pandemic meant that many teachers saw into the home lives of students, recognising that it wasn’t intellectual capacity that was preventing ‘success’, but maybe it was having to hold down a job, or look after siblings or a myriad of other factors.
This is where I pay tribute to the amazing team of Learnlife Learning Guides & their development of new ways to assess learner growth. Ways that are authentic, rigorous, creative & reliable. It’s encouraging that some universities have opened pathways that are not based on exams.
Here’s an overview of the ways learner capability is tracked, measured & demonstrated. The process starts with a notice of intent to graduate, followed by the co-creation of a plan to demonstrate learning:
• Various projects: Showcases, 360s, Well-being Rites of Passage, Capstone projects
• Demonstrations of technical skills & personal autonomy
• Learning journals, Learning Vitae, competencies trackers
• Competency ‘defences’ based on diverse learning artefacts
These methods aren't just a list; they're part of a dynamic process where learners progress by demonstrating their capabilities, not age. Artefacts can include projects, presentations, papers, challenges, performances, internships, learning experiences, personal rites of passage & much more. For each competency, learners provide a link to their evidence & other information on the tracker.
This is just a very brief overview. The process itself replicates earlier transition requirements as learners move from program to program, not because of age, but based on demonstrating their capabilities. By the end of the ‘Changemaker’ program, learners are very familiar with the concept and process.
As I observe the learners nominate their readiness to transition or graduate, I really love the authenticity of tasks, the rigour required, the ability to demonstrate creativity in so many areas – and the reliability of the ‘checkpoints’. I see high level engagement. I see a desire to push themselves further into experiences where deep learning is necessary. I see something that is so much more challenging and worthwhile than any last minute cramming for what is likely going to be a forgettable exam experience. I see a future that might just free us up to love lifelong learning!
