It's kinda crazy that assessment has been coupled with instruction for so long, it pretty obviously creates a warped incentive model that stands on some real shaky ground.
I think the model also doesn't scale well for assessment, which prompts the creation of few, ineffective, but highly scalable assessments upon which the functioning of the entire system rest, which in turn prompts practices like teaching to the test. This creates even more messed up incentives but this time facing students and teachers as opposed to institutional practices.
I think that assessment, when decoupled, can't be done with an institution or institutions. Instead we need social networks that use a consensus process to define knowledge and who has it.
I think the model also doesn't scale well for assessment, which prompts the creation of few, ineffective, but highly scalable assessments upon which the functioning of the entire system rest, which in turn prompts practices like teaching to the test. This creates even more messed up incentives but this time facing students and teachers as opposed to institutional practices.
I think that assessment, when decoupled, can't be done with an institution or institutions. Instead we need social networks that use a consensus process to define knowledge and who has it.