To my knowledge most of the evaluation systems in academia at the graduate level are base on assumptions of the brain as a memory receptacle, and information as a given indirectly or directly taken from nature. Brazilian educator used the concept of "banking/deposit education" as a description of evaluation methods without reference to the human life circumstances of those implied in the process. In fact, students (and professors) became less and less sensible to human values and to the need to consider all kinds of knowledge as a form of human elevation (cf. John Haidt research on the subject). Are there practical exceptions to this moral desensitization process? Does science and knowledge evaluation imply unnecessary suffering? Or, as the expression in French goes, am I an soixant huitard?
Dear Luis .
I reckon evaluation and assessment procedures can ironically be the means of disenfranchisement and disempowering the of the disadvantaged , that is, learners or students, asylum seekers, immigration applicants , etc .Some teachers and stake holders use tests as instruments of control and manipulation . Test bias and unfairness can hugely undermine the reliability and validity of evaluational procedures ,the aftermath of which is nothing but students' extreme anxiety, frustration and ego-depletion. Assessment processes which are not harmonious with the criteria of humanistic education don’t lead to inspiration, and learning. Testing under excruciatingly stringent conditions can be educationally counterproductive rather than productive . New trends of dynamic assessment emphasize consideration of learners' current affective and cognitive capacities and continuous interaction and mediation between testers and testees. In this sense, testing leads to learning and empowerment since affective factors , scaffolding, feedback, and interaction have received enormous importance . This is the amalgamation of teaching and testing , or utilization of assessment as a teaching tool . In addition , tests which are designed to favor some candidates based on their cultural religious backgrounds are glaring instances of repression and disempowerment of minorities.\
good luck with your research
a.
In my experience, that isn't usually how graduate evaluation is framed - but my teaching experience has been in design, critical theory, and human-centered research, all of which require that a student "make" something; for example, a model, a prototype, a performance, or a set of design heuristics derived from human-centered research findings. Maybe these academic areas lend themselves particularly well to "making" activities as the basis for evaluation. The purpose of a graduate degree can generally be framed as adding new knowledge to the world, and that's usually done through synthesis of ideas that lead to innovation. I think it also works to ask a student to translate something from one form to another - e.g., describing a computer program as a story or a user experience as a storyboard (and if you have students do storyboards, something should go "wrong" in the narrative so that the storyboard can demonstrate how a system, product, or theory can help someone to recover). I hope this helps.
Hello Luis Migual and Brenda Santa Cruz is my home town and I mis it
Luis Migual, the Brazilian man you refer to I am familiar with and you are correct he not only used the banking model he concived it. The claim that this man used the banking model as an evalution "without reference to the human life circumstances of those implied in the process.In fact, students (and professors) became less and less sensible to human values and to the need to consider all kinds of knowledge as a form of human elevation" is simply false. I looked for Mr. Haidt and found his home page and look into all 36 of his publications, his three books, and found yes he has done research in Brazil, and second the research was findings were in his disseration with no refrence to Freire. So I would ask you to guild me to the research you speak of?
Second the mans name you speak of in Paulo Freire who's lifes work was education but more importantly about the social dynamics in Brazil. His most famous book is Pedagogy of the Oppressed, but two I particularly like are Letters to Christina and Literacy Reading the Word and the World.
I thank you Sir,
Please respond with where I can find that research. It will be the second critique of Freirs, the was by Patrica Hill Collens reguarding his patriarchy.
Douglas
Dear Luis .
I reckon evaluation and assessment procedures can ironically be the means of disenfranchisement and disempowering the of the disadvantaged , that is, learners or students, asylum seekers, immigration applicants , etc .Some teachers and stake holders use tests as instruments of control and manipulation . Test bias and unfairness can hugely undermine the reliability and validity of evaluational procedures ,the aftermath of which is nothing but students' extreme anxiety, frustration and ego-depletion. Assessment processes which are not harmonious with the criteria of humanistic education don’t lead to inspiration, and learning. Testing under excruciatingly stringent conditions can be educationally counterproductive rather than productive . New trends of dynamic assessment emphasize consideration of learners' current affective and cognitive capacities and continuous interaction and mediation between testers and testees. In this sense, testing leads to learning and empowerment since affective factors , scaffolding, feedback, and interaction have received enormous importance . This is the amalgamation of teaching and testing , or utilization of assessment as a teaching tool . In addition , tests which are designed to favor some candidates based on their cultural religious backgrounds are glaring instances of repression and disempowerment of minorities.\
good luck with your research
a.
I really appreciated Brenda's, Douglas and Rahimi inputs to the question. Here are some observations that your kind answers lead me to think and intended to clarify the issues: 1.The main author behind the question which I forgot to mention was, indeed Paulo Freire, as Douglas point out. The idea of education as a LIBERATION process is still powerful to me and leads the quest for innovation in methods and techniques - thank you Brenda for the creative and profound suggestions !- in my daily practice. The liberating power that education might achieve on individuals and society, remind me of Haidt's elevation concept, and that why I mentioned him. Thank you Douglas for your research on his work! I ignored that Haidt was researching in Brazil! Even sharing the same language (Portuguese) it's difficult, sometimes, to be aware of exemplar practices emerging in the other side of the Atlantic Ocean! 2. I also think that there are another issue that relates with the two of you and also Rahimi. It's a theme I've been interested, specially in Positive Psychology: The attribution of meaning processes. In one hand it breaks my heart to see my adult sons (23 and 29), not using their university education and training in the job market, given the loss of job opportunities. However, in the other hand, I can see and enjoy watching, the use of their 'education culture' in the choices of movies, tv shows, books, conversations and friends. After all, it seems to me tha education and empowering methods of evaluation always have a huge return even in unexpected domains of life.
Thank you very much Brenda, Douglas and Rahimi! You made me think!
Warm regards
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