One of the signs of maturity is the ability and/or awareness to know what is nurturing for us and what is debilitating [1].
Self-assessment (and formative assessment) encourages us to gain an understanding of our strengths and weaknesses. This, in turn, invites us to take responsibility for our learning.
I said already that Formative Assessment favours the root foundations (such as emergence, identity, consciousness, relationship etc.) as people are not as under pressure as in summative assessment to perform or compete with others.
While, as students, we still have to reach a standard of competence, formative assessment encourages (and even inspires) us to reflect on:
1. How we have learned as well as what we have learned.
2. The intrinsic value of the material being learned, that is, why it is of value in itself, rather than having to know it to pass an exam.
3. The value to me of the material being learned. (This is different to the intrinsic value).
4. Strengths and assets, rather than deficits.
5. Personal as well as professional growth.
6. Personal as well as professional relationships.
7. What we expect from the learning.
8. The pace, or rate at which we are learning – and be able to regulate it to suit our needs.
9. What it feels like to be competent in an environment where people aren’t compared to each other.
10. The validity of the opinion that others have about us, i.e. whether I am intelligent, a good person, a bad parent, etc. etc.
A part of formative assessment, (when classmates know each other well and trust each other) can be peer assessment. This has huge benefits as it enables students to be a resource to each other for learning and up-skilling.
I believe that peer assessment in a trusting environment also enables us to be honest. This, in itself, further builds trust. Not all peer assessment has to be formal. In fact, the best peer assessment in a group situation can take place when someone responds (or even reacts) spontaneously to another.
Sometimes this might be a flash of anger, a bout of sadness, an expression of fear, or a spark of humour.
Spontaneity is particularly valuable, as it can enable growth in real time. This requires good facilitation and also a safe environment so that both the person who has the courage to be spontaneous and the person against whom the remark is directed (if that is the case) can both take responsibility for their emotional release and/or the reaction to same.
Some of the best learning (and growth) that I have experienced has been in such an environment – but, I repeat, safety is essential.
[1]. Have you memories of times when you came to realise that continual exposure to certain norms was having a negative impact?