Welcome to the testmaster site for
Student Assessment Research

and discussion

Security Issues - (Big Brother etc.)

To date, the main reaction to my suggestion that all assessment is monitored and used to determine a more complete view of performance, and to inform future learning programmes has been met with two main responses:

• It cannot be done - the technology does not exist

• 'Big Brother' is watching - look out!

My response to the first comment is - OK, it does not exist today, but it could tomorrow. All we need is the will.

The second response I find difficult to comprehend. The system that I advocate keeps little more data than is held at present by the education system. The results of scores in tests; the most effective learning strategy adopted by a particular pupil; the strengths and weaknesses of an individual based upon criteria or against a normative benchmark are all known today. But, this information is simply wasted at present, and contributes little to the process of new learning. It is lost within filing cabinets and individual teacher's minds and not used to construct information that will help the learner to learn more effectively.

Any additional data collected that is not collected today is of a type that gives an insight into the aptitudes and abilities of each individual. Sure, this data is sensitive. Sure, it gives a very personal insight into an individual - their skills and weaknesses, and Yes, because it is based upon empirical evidence and benchmarked against published and normative criteria it is very difficult to fake knowledge, performance and learning. The accumulation of data on a longitudinal study basis allows much greater insight than a simple snapshot of ability at any one time.

One critic, some months back, commented with feeling 'when will you start to collect information about our parking tickets or littering offences?'. I was so amazed at the comment that I did not respond at the time. Surely, it's obvious - such data could only become important if it affected the learning process. Project this argument further however, and there is an interesting issue to be considered.

First, one would have to consider criminal behaviour as a learning deficit, or at least a situation that could be corrected by appropriate learning. What if a person's history of criminal behaviour was added to the database? Again, this is not new data but the utilisation of data already held for what is intended as a positive action that will aid the individual and society. Such information could give a positive record of a person's abilities such as planning, creative thinking, dexterity, physical fitness, ability to work in a team etc. It would also inform about their lack of consideration for the property of others, their failure to value others, their failure to value rules, their inability to socialise correctly etc.

With all of these arguments, so long as the end result is improved learning then where is the problem? Sorry, but I just don't see the argument. Of course this system could be used to exercise control over minds, lives etc. but so could almost any of the existing computer or education systems around today.

The main fear that I have is not the ability of such a system to make learning quicker, more cost-effective etc. Rather, it is a fear already expressed that what passes for education and training today is based upon the assumption that all learning can be expressed in outcomes defined during the performance of 'a penetrating analysis of what the student should know', and duly documented. This premise is most dangerous as it:

• implies that you are wrong if you do not think as I do
• it allows accountants to quantify the 'learning time' required thus constraining further, perhaps more creative, thinking time
• it assumes that the 'penetrating analysis' is penetrating, adequate and documented correctly
• it assumes that the situation has not changed following the 'penetrating analysis'
• it does not allow for, or value, genuine creativity and invention
• it imposes impossible bureaucratic demands upon teachers

So, what do you think? Am I wrong headed?