How to value knowledge and experience?

Policy suggestion for the future

The policy implications are less about the creation of new or separate policies and more about ensuring greater emphasis on self and peer assessment within existing policies and making the relationships with existing policies more explicit. Essentially, to value and credit community knowledge and construction and the sharing and re-use of knowledge and foster collaborative feedback and peer assessment.

A policy in this area that worked in the past

Key agencies in the integrated children’s services are expected to attend collaboratively to the well-being and growth of the learner as a person in a community. The Children Act (DFES 2004) and Children Plan (DCSF 2007) emphasise this and the five themes they espouse represent a range of factors and outcomes that should be attended to if learners are to take responsibility for themselves as lifelong learners. It is not necessarily that policies need changing but that we act on policies that exist to support the development of learners and move away from excessive testing and evaluation.

What caused you to suggest this policy?

There is a growing trend for intensive traditional assessment and that this takes time away from the opportunity for deep creative and innovative learning to take place. Although technology can help in easing in certain traditional assessments, such as, multiple choice style question we need to move towards creative learning through assessment and especially through peer assessment and feedback. Technology can assist in this transition.

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