Systems Thinking
What do we know that can be validated in our own experiences and in the experiences of scholars regarding systems concepts applied in educating, involving systems design as a process of learning and systems evaluation as a strategy for achieving authentic assessments and evaluations of learning outcomes, including the work of Bela Banathy, C.M. Reigeluth and participants in NATO’s 1990’s study of Comprehensive Systems Design described as a new educational technology.
We have learned the hard lesson that a change in the way we assess and evaluate learning changes the whole system of education, for better or worse.
We shouldn’t be hoodwinked into believing that standardized tests are the best and only way to assess and evaluate what students have learned, when there are far better ways available, today.
For example: (The Constructive Assessment, Recordkeeping and Evaluation System- CARES)
Simple ideas are often the best ideas and the CARES Model, an individualized assessment and evaluation strategy, is just such an idea that has undergone extensive development over many years, by educators.
Systems design and systems analysis are the two simple ideas that will replace the standardized testing frenzy. (Bela Banathy)
We all have heard of systems but often know or retain little substantively about them, whether it’s the solar system, the digestive system, the braking system on our cars or the public school system.
According to Webster, a system is a set of parts that form a unitary whole; each set of interrelated parts is recognized as having a boundary that separates one set or system from another. Each system can be viewed as related to other systems or as sub-systems of larger systems.
Systems thinking consolidates the complexities of life into manageable units by bringing together isolated bits of information into unitary wholes that make effective problem solving possible.
Systems design leads to the development of maturity and wisdom building upon the uniqueness of individuals, developing sensitivity to the need for compassion and shared understandings.
When we think about systems, we take note of the parts and build in our minds relationships that make sense to us. We understand that the parts and their relationships are needed to solve problems that emerge.
When we design systems, we select some parts and form them into a unit. When the system doesn’t work, we analyze which parts are not functioning well within the set of parts that form the system.
A systems-oriented learning process is enhanced with a diary constructed during the school day that can be added-to during other times when thoughts and activities occur that are important to be remembered; a record maintained as part of a process of mastering the skills and abilities needed in life.
Picture an authentic record that provides the basis for assessing and evaluating learning, maintained by learners under the patient eye of adult facilitators. This is the essence of the CARES Model: The Constructive Assessment, Recordkeeping and Evaluation System.
A process-oriented learning strategy and a compatible system of assessment and evaluation of learning-outcomes begins by collecting the evidences of learning as they occur, starting in early childhood - the art work, the dramatizations, the interactions, movements, explorations, joys and challenges, and continues to build upon that foundation as each learner develops maturity in the capabilities for logic and logical construction of meanings about life that are gleaned from personal experiences and from those of others.
The CARES record is organized, stored, and maintained in computer systems with instant availability. It offers the opportunity to re-examine at any time an individual's experiences, thoughts and actions that occurred in the past, organized as systems and made available for reference whenever the need arises; a record that travels with the learner to be shared with others.
Think of a system of assessment and evaluation that is consistent with the processes of systems design, the putting together of parts into unitary wholes in any and all fields of inquiry. Each discipline whether mathematics or chemistry or history or geography, (among six realms of meaning – Philip Phenix) are considered systems consisting of processes of inquiry with strategies for communication of the results from inquiry, each providing guidance for achieving mastery.
Think of a system of assessment and evaluation called systems analysis that renders an authentic evaluation of each personal record of learning.
We have learned the hard lesson that a change in the way we assess and evaluate learning changes the whole system of education, for better or worse.
We shouldn’t be hoodwinked into believing that standardized tests are the best and only way to assess and evaluate what students have learned, when there are far better ways available, today.
For example: (The Constructive Assessment, Recordkeeping and Evaluation System- CARES)
Simple ideas are often the best ideas and the CARES Model, an individualized assessment and evaluation strategy, is just such an idea that has undergone extensive development over many years, by educators.
Systems design and systems analysis are the two simple ideas that will replace the standardized testing frenzy. (Bela Banathy)
We all have heard of systems but often know or retain little substantively about them, whether it’s the solar system, the digestive system, the braking system on our cars or the public school system.
According to Webster, a system is a set of parts that form a unitary whole; each set of interrelated parts is recognized as having a boundary that separates one set or system from another. Each system can be viewed as related to other systems or as sub-systems of larger systems.
Systems thinking consolidates the complexities of life into manageable units by bringing together isolated bits of information into unitary wholes that make effective problem solving possible.
Systems design leads to the development of maturity and wisdom building upon the uniqueness of individuals, developing sensitivity to the need for compassion and shared understandings.
When we think about systems, we take note of the parts and build in our minds relationships that make sense to us. We understand that the parts and their relationships are needed to solve problems that emerge.
When we design systems, we select some parts and form them into a unit. When the system doesn’t work, we analyze which parts are not functioning well within the set of parts that form the system.
A systems-oriented learning process is enhanced with a diary constructed during the school day that can be added-to during other times when thoughts and activities occur that are important to be remembered; a record maintained as part of a process of mastering the skills and abilities needed in life.
Picture an authentic record that provides the basis for assessing and evaluating learning, maintained by learners under the patient eye of adult facilitators. This is the essence of the CARES Model: The Constructive Assessment, Recordkeeping and Evaluation System.
A process-oriented learning strategy and a compatible system of assessment and evaluation of learning-outcomes begins by collecting the evidences of learning as they occur, starting in early childhood - the art work, the dramatizations, the interactions, movements, explorations, joys and challenges, and continues to build upon that foundation as each learner develops maturity in the capabilities for logic and logical construction of meanings about life that are gleaned from personal experiences and from those of others.
The CARES record is organized, stored, and maintained in computer systems with instant availability. It offers the opportunity to re-examine at any time an individual's experiences, thoughts and actions that occurred in the past, organized as systems and made available for reference whenever the need arises; a record that travels with the learner to be shared with others.
Think of a system of assessment and evaluation that is consistent with the processes of systems design, the putting together of parts into unitary wholes in any and all fields of inquiry. Each discipline whether mathematics or chemistry or history or geography, (among six realms of meaning – Philip Phenix) are considered systems consisting of processes of inquiry with strategies for communication of the results from inquiry, each providing guidance for achieving mastery.
Think of a system of assessment and evaluation called systems analysis that renders an authentic evaluation of each personal record of learning.