Assessment that Builds Autonomy

Modeling, as every teacher knows, is key to creating any kind of autonomy. But after teachers demonstrate a strategy, use guided practice as a large group, have students practice independently in small groups, then they need to provide opportunities for students to self-direct and guide themselves to the next step. This gradual release of responsibility creates optimal learning because the support and scaffold that is put into place by the teacher is slowly removed leaving the students to own their learning and take charge. The more a teacher steps back and observes the more a student will begin to take risks and innovate. Their comfort zone will expand and they will be more open to new experiences. In fact they will create them for themselves.

How can students build learning autonomy? Setting personal goals and monitoring and managing their implementation. Goals are a choice and when students are given a choice they will more likely tough through any challenges and accomplish them. When students hit a road block, they need to be independent. Rather then come ask the teacher, "What do I do now?" they need to ask themselves, "How can I get there on my own?" or "What do I need to do to achieve today's goal?" Assessments need to slowly merge from a single discipline to a multidisciplinary project or product. They need to switch from a single purpose, test specific knowledge to authentic experiences that draw together multiple ideas, concepts, and standards. The more layered a lesson the more autonomy you can give students. The more choice a student has the more connected they feel and the more input they will give to any assessment, test or performance task.

Assessments can only be truly autonomous when they transform from an independent goal to a collaborative one. A fabrication of group, cooperative and interactive roles leading to a more dynamic learning experience. A shift from passive recitation to social action. Active and interactive. This type of differentiation lends itself to autonomy. Self-determination, self-governing, liberty, self-rule all play a role in the autonomous classroom. Freedom comes with choice, voice, and group democracy.  The more a teacher lets student sovereignty the more responsibility and respect will heighten. Give students control and they will embrace it with deference, esteem and regard. Leadership skills will come to life as opportunity to pilot and navigate arise. Assessment becomes autonomous when students are leaders and together they help determine how to be assessed. Allow students to help create the assessments and they will be powerful and impactful and most importantly personal.