The traditional, static, snapshot approach to assessment can prepare a student to produce 'right' answer while retaining fundamental misconceptions (Meyer, Land & Baillie, 2010). How we can replace the traditional assessment regimes with a more meaningful, more nuanced and generative model of assessment? A model that help to identify the variation in progress and understanding between individual learners.
Meyer, J., Land, R., & Baillie, C. (2010). Threshold concepts and transformational learning (pp. 61-79). Rotterdam: Sense Publishers.
'Declarative approach ‘which requires students (and their teacher) to represent the current state of knowledge through dialogues as to why individual students see things in the particular way that they do? It is also explained by self-learning theory that has been exemplified by 'Talk aloud' approach where there is a dialogue with self in the context of problem solving learning process (Meyer, Land & Baillie, 2010) .
Reference:
Meyer, J., Land, R. and Baillie, C. (2010) Threshold concepts and transformational learning. Rotterdam: Sense Publishers, pp. 61-79
A mixed methodological approach, such as the use of multiple choice questions followed by open-ended questions to ask students to justify their answers, may also have merit. This would allow for the collection of data that quantitatively explore changes in student learning but also provide depth and insight into students’ thinking, knowledge and potential transformation (Nicola-Richmond, Pépin, Larkin & Taylor, 2017).
Reference:
Nicola-Richmond, K., Pépin, G., Larkin, H., & Taylor, C. (2017). Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing. Higher Education Research & Development, 37(1), 101-114. doi: 10.1080/07294360.2017.1339181
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