Providing learners with multiple opportunities to demonstrate their learning is a critical component of an MCL Learning Community. Meaningful evidence of learning options inform the learning process and empower the learner.
With a focus on learning goals comes an agreed-upon strategy for how we will measure and determine when learners have demonstrated adequate proficiency of their learning goals.
One of the most important customizing structures our schools have implemented is the adoption of a system that provides effective feedback replacing the industrial-age methods of grading. Our CCL learning communities are working hard to implement new “grading” systems that eliminate averaging and giving zeros.
Caution: when addressing this important structure we must make sure we understand what we want to change. Changing one scoring system for another does not always result in a structure that encourages learners to own their learning or lead to higher levels of engagement and learning. Form follows Function is an important theory to apply when transforming structures within our learning communities. In the case of building a customizing structure that supports the research on motivation we need to continue to reflect and evaluate whether our new structure(s) are giving us the results/evidence we are looking for.