3 Self-assessment and self-remediation

Driving down the road listening to the Anne of Green Gables soundtrack with my kids i found myself thinking about remediation in rhizomatic learning again. I have this problem in my classes… and it involves how to explain to people who have literacy gaps that they can go ahead and fill them on their own. I’ve been thinking about strategies for building remediation into my curriculum and then throwing them away as antithetical to the rhizomatic agenda (creating independent learners, preparing people for dealing with uncertainty blah blah blah) and then a term popped into my head ‘self-remediation’.

I don’t know quite why i like the term so much… as remediation still suggests that there IS a curriculum and to some might suggest that that curriculum is fixed and stagnant. I do know that some people seem to have a basic sense of what most people mean by words in a given context and others don’t. I can very well look around my classroom and see that some people ‘get it’ and other ‘don’t get it’. I have also noted that there is often not a perfect 1:1 relationship between people thinking they do and don’t get something and whether they actually do 🙂 So i’m basically trying to give people something they can work with… a strategy rather than content… that can get them ‘in the know’ so that they can participate in the community effectively.

A search of ‘self-remediation’ on the googles brought me to an excellent chapter by Janet Gale from a book Independent Learning in Higher Education (1984). Seems I have company in my thinking. In her tidy chapter she lays out five purposes for ‘self-assessment and self-remediation’ that while they are certainly grounded in a pre-internet world, still speak to fundamental concepts that are as important today as they were in 1984. I’m going to go through them and try to spin them my way…

  1. Overcoming isolation
  2. Active learning
  3. Controlling learning behaviours
  4. Diagnosis and remediation
  5. Student responsibility for learning

In terms of strategies the discussion focuses on planning self-assessement questions and encouraging uptake. I think i would say, rather, encourage the writing of self-assessment strategies by the students. I’m thinking that this should be included in the syllabus as a structuring piece around student reflection… both reflections in the blog and reflection in their own learning plan.

Teaching students how to make good questions for themselves, to ask them in ways that are going to lead to effective searching and learning, is something that should be overtly done. Taking time to specifically say that people are allowed to look at their own knowing, plan their own path to catch up, and that this will allow them to participate more fully in the community.


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