The Learning Record

Page Name

Informal White Papers

From the Web to Walden

Joy to the World

Roses, grasses, chicks, and children

An Open Assessment Manifesto

Other Links

Frequently-asked questions


Minimal Marking

Small multiples for tracking work

Sample grading criteria


Sources of Support


Contact Information

Fair Test: The National Center for Fair and Open Testing

Comments from Teachers and Students

This is a very small selection of comments from teachers and students about the Learning Record model of evaluation. More comments will be added here as I have time to post them. You may send comments to me directly from this page:

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Comments from Teachers

"As I use the observational diaries with my 26 ninth grade English and multiple technologies students," a High School teacher says, "I'm amazed by what I see and hear and then what I learn by analyzing the data about my students and their learning, the strategies and technologies they use and the curriculum I need to provide."

As one secondary teacher puts it, "You trade time. You don't have to give up any time. You give up old practices and replace them with different ones. Instead of grading papers, you get out your observation tools."

Comments from Students

I think the best improvement that could be made would be with the LRO--make every day a mandatory LRO input day, say 10 minutes @the end of every class.

I think the class format and LRO was perfect! I learned so many skills in this class that only the LRO can properly assess [them]. The LRO really measures learning instead of just test scores or memorization. I hope it will be used in more colleges and classes throughout the University.

At first, I did not understand the point of this learning record. "Why do I have to document my progress for the teacher?" I thought. After a whole semester of learning and growing I now have a better understanding. Without this record, I may not have even noticed my own progress so I can imagine how difficult it is for a teacher to do this. Every student enters the Fac 9 with a different level of expertise, a different way of looking at things. Setting one arbitrary criteria would not fairly evaluate how much learning and progress had been made.


The Learning Record | © 1995-2014 M. A. Syverson

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