Thanks Jaapsoft2 for your reference what’s the evidence post and comments to my post. Pass-fail sounds interesting to me.
I have composed a few posts on assessment. Here and here.
The challenge with assessment based on a connectivist learning approach is to come up with an assessment method which is catering for the learners’ needs, but also satisfying the criteria set by the educator and educational institution, as that is often needed to fulfill the accreditation requirement. This may sound complicated as most assessment used are based on learning contracts or mass assessment rubrics, which are standardized to a certain extent, though there are some leeway towards personalization. However, under a connectivist learning, the learning that emerges may not be measured easily by the assessment method (and the relevant rubrics), as there might be tacit knowledge and learning based on serendipity that are not accounted for.
So pass or fail in assessment may be useful for making judgment on the learners from an educational perspective, but what is more important is for the learners to reflect on what they have actually learnt through the practice, even if there are failures encountered in the learning process, and thus provide a valuable feedback to the learners on areas they could further develop and improve.
Learning based on a connectivist approach does carry lots of risks, experimentation, and so successes and failures are just part of the learning process. Feedback which focuses on the strengths of the learners, rather than the mere weaknesses of learners would help the learners in boosting up their confidence in their learning. To this end, it may be more appropriate to emphasize the importance of learning through goal setting, strategic planning and connectivist learning using various tools, media, and networks. In this connection, failures would be viewed as part of the complexity of learning in the learning process and journey, rather than the labeling of failure as totally undesirable in learning.
Failure is the mother of success. So, may be instead of giving a pass/fail as a grade, I think the use of capable and not yet capable might be a better alternative to describe the outcome of the learning, though the meaning behind what it means need to be clearly understood by the educators and learners under a connectivist environment.
We all have failed, in one way or the other in our learning, though we seldom labelled ourselves as failures. So far if we have learned through our failures (by reflection and corrective action), then we could claim success
The product of learning is the learner, and so there is no failed learner IMHO, only that the learner may not yet be capable of performing a task or understood the concepts or theory as yet.
We are all successful learners, as we are all capable of doing certain tasks. So that is our option in learning – choose something that make us a success, though we all could encounter failures in the process.
How does it sound?