Learning how to learn: the dynamic assessment of learning power

This article introduces the notion of the assessment of ‘learning power’ as an important station in a mentored learning journey, which begins with the motivation and identity of the person who is learning, and moves through the awareness and development of the power to learn, to the publicly valued competencies and funds of knowledge of the formal curriculum. The seven dimensions of learning power are described, and the article reports on the findings of a qualitative study in which sixteen teachers were provided with learning power assessment data for their students as individuals and as whole groups. There were ten pedagogical themes which underpinned the teaching and learning encounters in those classrooms; these are briefly described. Learning power profiles have been used with nearly nine thousand students since 2003 and data from school-based development projects are referred to. The article concludes that the dynamic assessment of learning power serves three pedagogical purposes. First, it reflects...

[1]  辻井 潤一.  Metaphors we live by (By Lakoff, G. & Johnson, M., University of Chicago Press, 1980) , 1987 .

[2]  Tim Bond,et al.  Ethical Guidelines for Researching Counselling and Psychotherapy , 2004 .

[3]  G. Lakoff,et al.  Metaphors We Live By , 1980 .

[4]  Steve Clarke,et al.  The Strategic Toolkit , 1994 .

[5]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[6]  C. Lidz.  Practitioner's Guide to Dynamic Assessment , 1991 .

[7]  C. Dweck.  Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology. , 1999 .

[8]  J. Lantolf,et al.  Dynamic assessment of L2 development:bringing the past into the future , 2007, Journal of Applied Linguistics.

[9]  Paul Black,et al.  Learning How to Learn and Assessment for Learning: a theoretical inquiry , 2006 .

[10]  B. Rogoff,et al.  Children's Learning in the Zone of Proximal Development , 1984 .

[11]  H. Haste,et al.  Ambiguity, autonomy and agency: psychological challenges to new competence , 2001 .

[12]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[13]  F. Newman,et al.  Lev Vygotsky : revolutionary scientist , 1993 .

[14]  L. James,et al.  Inquiring minds: Transforming potential through personalised learning , 2007 .

[15]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination , 2004 .

[16]  M. Scardamalia,et al.  Intentional Learning as a Goal of Instruction , 2018, Knowing, Learning, and Instruction.

[17]  Markku Niemivirta,et al.  Assessing Learning-to-Learn A FRAMEWORK , 2002 .

[18]  Raymond A. Katzell,et al.  Work motivation: Theory and practice. , 1990 .

[19]  R. Rieber.  The Problem of Age , 1998 .

[20]  Patricia Broadfoot.  Records of Achievement and The Learning Society: a tale of two discourses , 1998 .

[21]  Milan Jaros,et al.  Personalized learning for the post‐mechanical age , 2007 .

[22]  D. A. Hall.  A Problem of Age , 1965, Nature.

[23]  F. Alsaker.  School Achievement,Perceived Academic Competence and Global Self-esteem 1 , 1989 .

[24]  N. Purdie,et al.  Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis , 1996 .

[25]  L. Shepard.  The Role of Assessment in a Learning Culture , 2000 .

[26]  Ruth Deakin Crick,et al.  Developing an Effective Lifelong Learning Inventory: the ELLI Project , 2004 .