On 13th October, educational thinkers, practitioners and policymakers gathered together online to discuss the challenges of the current assessment paradigm, and explored the potentials of an innovative orientation to education, one that places the process of relating at the centre of learning and well-being!
Many believe that the building blocks for realising the potentials of a relation-centred education are largely in place. However, the major obstacle to its advancement remains the defective, testing-based approach to assessment. Hence, amplifying the voice of students and teachers, in this webinar, we presented an energising array of evaluative practices that nourish the potentials of relating while providing a wealth of resources for continued learning, and for enriching students’ (and teachers’) well-being.
The GHFP’s senior fellows, Prof Kenneth Gergen and Prof Scherto Gill provided key input in this webinar. Their contributions drew on insights from their book entitled “Beyond the Tyranny of Testing: Relational Evaluation in Education” published by Oxford University Press.
See the Webinar Concept Note below and its Programme.
During the Webinar, Prof Scherto Gill says:
We have deliberately chosen the term ‘evaluation’ as opposed to other terms such as ‘assessment’, ‘measurement’ or ‘appraisal’. This is because these latter ones tend to carry strong connotations of objective judgement, and imply that learning is best observed and improved through quality control, carried out by an external authority.
By contrast, ‘evaluation’ is about valuing, strengthening, empowering. In the context of education, it is about appreciating the values in the activities and experiences of teaching and learning. In so doing, evaluation can replace the emphasis on student deficiency with a focus on the potentialities, possibilities and opportunities for well-being and well-becoming. Valuing helps affirm students’ equal intrinsic value as persons, and support the emergence of their strengths.
The contributors to the Webinar concluded that the world of education is in desperate need of political will as to re-focus educational aims and processes, away from passing exams and achieving grades; away from preparing students to be used as part of the economy engine, but instead, to refocus education on making schools high-quality inclusive & caring environments fit for our children and young people’s learning and well-being.