Learning and assessment, in their simplest, literal forms,
are a crucial part of the day-to-day life of a teacher. The need to communicate
knowledge, understanding and skills from the practitioner to the pupil is a
role taken for granted by many, whether they are NQTs or experienced veterans
of the classroom. Teacher Training modules, INSET sessions or external courses
may periodically make reference to learning styles or models of assessment,
though it is likely otherwise rare that a true analysis of learning crosses a
teacher’s path. There is then a certain irony in the fact that even a brief
introduction to the theories and concepts surrounding learning and assessment
can yield such a wealth of information to anyone who plies their trade in the
classroom.
In their initial studies into the learning and the brain, Marton
and Säljö (1976) established distinctions between concepts they referred to as
Surface and Deep Learning. The terms, though appearing to be largely self-explanatory,
have significant implications for the teacher. A simple definition for the two
might be as follows, that surface learning is characterised by a quantitative
increase in knowledge, whilst Deep Learning focuses on being able to make sense
and abstract meaning. The first things that is striking about this concept is
just how much a modern, target and results driven classroom would be encouraged
to focus on a model of surface learning. To illustrate, it has long been
established that a certain amount of success at GCSE level can be derived from
‘teaching to the test’; in short, if a pupil can learn a set of facts and
figures, they will be able to ‘regurgitate’ these in an examination, satisfying
assessment criteria up to a necessary point (such as the ‘C’ grade boundary).
Whilst this may seem to benefit some (such as the less
able), and give the teacher a warming sensation of pupil progress, the reality
is maybe just the opposite. ‘Teaching to the test’ does just that; it achieves
at best a quick fix and at worst a worrying lack of independence. Only through
a focus on Deep Learning, through developing pupils’ resilience, their skills
and their ability to apply concepts and models in different scenarios, will
progress be achieved. In a crude example from my own subject (spoiler alert!),
it’s not much use if a student knows why George shot Lennie if he or she can’t
apply the same understanding and empathy to other scenarios and texts, or
consider the evnt in the light of its context.
In reality, the keyword here is balance. Teachers need to
know their learners and to know that only through equipping them with the means
to learn for themselves, will they be ready for the next stage of their
education.
