Teaching Vs Learning Karate 5 - Testing and Assessment

This is the fifth post in a series that compares traditional teaching to the learning that occurs in the best karate dojos.

The last post looked at the role of feedback in teaching and learning. An extension of feedback is testing and assessment. Beyond improving learning in a specific case, testing and assessment are meant to be a summary look at a learners progress against a standard for performance. The stakes are higher for the learner.

In a traditional classroom, learning is time based. Tests are given at a standardized time in the learning. At risk is the learner's grade and more importantly, the learner's self-esteem and motivation. In contrast, tests are given in a dojo only when the sensei has confidence in the learner to pass the test. Thus, the testing in a dojo is ability based, rather than time. Ability based testing sets up a learning situation that values competence over speed of learning.

While time-based, high-stakes tests have the potential to harm the learning process, there are some who argue that competency testing, especially when associated with a belt system also can harm the learning process. Both, they argue, shift motivation from the competence itself to an external reward - a passing grade in a course or a specific color of belt.

If done properly and in the right learning culture, belts and their associated testing, can also be motivational. As mentioned, if belt testing is done only after high confidence in the learner's ability to pass, which is developed based on observation of competence in each of the tested components, then the learner has formal recognition of competency for oneself and the collaborative community. If there's a supportive learning community, then the belt, rather than primarily ranking the learner within the community, is an opportunity for the community to collaboratively support the learner on the journey to high-competence.