In traditional assessment, teachers and learners had to wait until the end of the term or year to reach a conclusion like “B+”, a conclusion that came too late and did not offer them specific feedback to advance their learning.
Scholar’s Learning Module is “chunked” into small pieces, every one of which:
Every small piece of feedback helps the learner. Every small piece of feedback is also a datapoint, and these datapoints add up to an overall picture of learner progress over time, and individual learner progress in relation to their peers—thousands, even millions of datapoints.
The datapoints are small, but the learning data is big—providing a comprehensive view of learner activity.
We have a vision for education—to make all assessment formative (for learning: prospective and constructive feedback) rather of summative (of learning: retrospective and judgmental feedback). We still have summative assessment, but this is no more than a retrospective view of learner progress based on data that was always in the first instance formative. One day soon, traditional tests may come to be seen as ineffective and inaccurate measures of learning. The test is dead. Long live assessment! (We have written about this vision - take this link to find out more.)