Educational Assessment in the AI Era Looks a Lot Like Informal Learning Evaluation
Sarah M. Dunifon
Three children stroll through a botanical garden hand-in-hand.
Recently, the Stanford Accelerator for Learning, in collaboration with assessment company ETS, published a whitepaper on responsible student assessments in the AI era, entitled “Responsible Assessment in the AI Era: Key Insights from a Future-Focused Convening”. Its main argument is that as AI changes learning models, assessment of learning must follow suit.
While the report focuses on assessment in formal learning environments, there is much the informal learning space can take from it regarding how AI in education is shifting the way we conceptualize and measure learning.
An overarching interpretation of the whitepaper is that formal learning assessment might start to look a lot more like informal learning research and evaluation, shifting away from traditional assessment methodologies that focus on end-point proofs of knowledge gain toward embedded and creative methodologies that view learning as a process.
Among the findings are these takeaways, first quoted then interpreted for this audience:
“AI is changing what is assessed” - Assessment must focus on the process over the final product. In formal learning, this may be substituting written essays and tests with observations of processes students undergo when learning.
“AI is changing how learning is assessed” - A move towards assessing learning as an ongoing process, including how students apply skills and ideas to practice.
“Assessment should better reflect how learning actually happens” - Importantly notes that “Learning is continuous and contextual” and that assessment should wrap around the whole of the process instead of at checkpoints (like testing).
“Responsible assessment requires responsible AI and shared leadership” - Focus on collaboration in setting up responsible assessment and ensuring human decision-making is the final point.
So what does this mean for informal learning research and evaluation?
Well, formal learning assessment may start to look a lot more like informal learning evaluation. The whitepaper details creative methodologies like “portfolios, formative feedback, conversation-based assessments, authentic performance tasks, and competency demonstrations” in place of standard testing formats. We’re very familiar with these types of methodologies in informal learning and may benefit from increased attention and research into these approaches.
More attention will be paid in educational spaces to parts of the learning process not traditionally measured by formal education, moving away from knowledge-based, end-product assessments to assessment and evaluation that examine the learning process, skill gains, application of knowledge, and other related ideas.
There also may be increased support for research-practice partnerships that can support educators in adopting these new methodologies. Training and support will also be needed, as these methodologies are potentially more time and labor intensive. The informal learning space can benefit directly and indirectly from this increased support, learning from the formal sector and potentially supporting the development of formal educators in this new space.
While informal learning practitioners are mixed in their feelings towards the incorporation of AI into learning spaces, it is clear that we can learn from the shift formal education is experiencing and, if played right, strategically strengthen the informal learning space as a result.
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