This is where to find a mindmap which represents a stream of conciousness. I tried to follow the instructions of Tony Buzan (iMindMap, 2007) in that the lines are curved, only one word is at each node to allow more flexible links, and I allowed myself to brainstorm ideas.

The branches start off with the traditional stake-holders in education. What strikes me is the recurrent ideas of culture and context. The assessment branch appears to indicate possible strategies for helping the students learn how to develop their understanding.

One thing that has struck me repeatedly whilst discussing assessment for learning that many of the techniques are reflected in coaching techniques (Churches, 2013) which is born out of neuro-linguistic programming (NLP). I have an idea that I should use some of the tools I learned on Churches' course to help students seek their own path.

The most obvious gap in my knowledge is how I quantify understanding. There are past paper questions that test understanding. I wonder of this is really sufficient? It is possible to learn rote answers to understanding questions. Being able to answer questions from the past does not imply one is fully prepared to answer the questions in the next examination. The International Baccalaureate Organisation constantly surprise students and teachers with their ingenuity in preparing challenging questions.

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