This pages is about the recommended assessment format for use as part of the Evaluation and Evolution process within the One Community Education for Life program. It is a two-directional feedback format that is guided by the Teacher/Facilitator and led by the Learner. It includes a diversity of optional Modules to make the learning/growth path individualized.
We discuss the details of this component with the following sections:
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The purpose of learner-guided evaluations is to engage all participants in their own life coaching and human evolution process. The evaluation serves as a self-prescribed engine for identifying, pursuing, and evolving passions and raw talents through interdisciplinary, inquiry-based learning. This is a bidirectional process between the Learner and Teacher that allows the Learner to help chart their own path and shape their own educational experiences. This creates opportunities for the Learner and the Teacher to ask personalized questions and explore strategies to create a means to enhance everyone’s development.
This provides a means to identify and successfully engage all areas of a person’s life that they want to develop. It is designed for Learners of all ages, Teachers in any capacity, Managers and/or Facilitators in any capacity, and interns, understudies, and/or volunteers/employees in any environment.
Through its use, everyone is accountable and the entire educational experience is enhanced. Most importantly, if you are doing it right, it is fun for everyone.
One Community is about creating positive and permanent global transformation through open source and self-replicating teacher/demonstration hubs. The complete Evaluation and Evolution process is our structure for assessing, maintaining, and improving the educational process and experience for both new and veteran members of our team.
The format described here was initially conceived for use in the Education for Life component of One Community. We then developed it for use in any environment where there are Teachers and Learners, Facilitators and Staff, Managers and Teams, etc. Our hope in open sourcing it is to provide a usable tool for replication that also demonstrates and teaches the benefits of two-directional feedback and collaborative learning and work-environment development. In our opinion, doing this provides a path for improving educational and working relationships within both learning and work environments while also improving the learning and growth process for all participants.
Sharing and helping to support and spread ideas like this is directly in alignment with our Purpose and Mission, our Global-transformation Pledge, and Highest Good philosophy for open source creation, sharing, and making a difference in the world.
As stated above, the purpose of this learner-guided evaluation format is to engage all participants in their own life coaching and human evolution process. It allows the Learner/Team Member to enroll in charting their own path and shaping their own educational experiences. It also allows the Teacher/Facilitator to get valuable feedback for their growth process. We cover these details and more with the following sections:
The primary goal of this Evaluation and Evolution process is to improve the learning and teaching experience for all involved. The process should be fun, led by the Teacher/Facilitator but guided by the Learner, and a positive growth experience for everyone.
Through two-directional feedback and development is meant to provide something for:
See the Roles section below for definitions of each of the above.
Here are some helpful evaluation tips and tools to consider when conducting your assessment. These are specific to the Evaluation and Evolution process. For the more broadly-applicable suggestions we’ve compiled for use with the entire Education for Life component of One Community, visit our Foundations of Outstanding Leaders, Teachers, and Communicators page.
Before conducting any evaluation/assessment, we recommend reviewing and being sure you fully understand the following key tips/tools so they can be integrated/touched on to the best of your ability throughout the evaluation process:
First and foremost, remember to have fun with the evaluation process. It is purposed for everyone’s growth and progress and should be taken seriously, but not so seriously that it isn’t fun. Keep the process light and enjoyable for everyone involved and remember, if you are doing it right, it is fun for everyone. If needed, see this FAQ for how to keep it fun when disciplinary action seems necessary.
Second only to remembering to have fun, be sure to support and help develop a Growth Mindset. This means remembering that everybody has potential and everything is a growing experience. Focusing on Growth Points, Growth Opportunities, and the Growth Mindset is about focusing on the learning journey itself and the fact that challenging ourselves is how we get better. We are all on a growth path and have been learning everything we know from the day we were born. With this in mind, embrace challenge, avoid labeling and judgement of ourselves and others, and see all experiences as opportunities for growth. Encourage them to go one level above. Redefine over-achievement as a cool process of growth.
Here’s an excellent 3-minute video about the origin of the concept of a Growth Mindset and the research that has been done around it.
If you desire to maximize results, get to know the participant’s authentic interests and passions. Be clear about your own authentic interests and passions too. When performing the Evaluation and Evolution process, use open ended (vs. yes/no answerable) questions to lead the conversation to understand a Learner’s life goals and desired areas of focus. Everything you create together should be based on these. The more you can relate what is being taught/accomplished to a person’s individual goals and values, the more relevance it will have. Open ended questions help the learner self explore.
Examples of open ended questions for self exploration include: What’s the greatest outcome you could imagine? What would you want to accomplish? Do you know someone that you could model who has already achieved what you want to desire to achieve? Did you notice any strategies that were successful for them that you may also find helpful for yourself? How can we make this more fun for everyone involved? When you go outside to play what do you like to do?
“What’s most important to you? What are your dreams and goals? What makes you happy? What are your values?”
Remember to always keep the evaluation Learner-focused. To help with this, the Evaluation Forms make sure that the Learner rates themselves on all developmental and subject areas. For those using the Evaluation and Evolution process with the complete Education for Life program, use the Lesson Plans and subject molecules (linked below) to help stimulate creativity. Have the the individual self-asses with questions like:
“What am I most interested in?” and “Which areas do I need to focus on?”
The program and evaluation process are designed to assure an individual can demonstrate sufficient understanding of each educational focus to be adequate for any environment. Molecules track progress in a nonlinear fashion. Focusing on what the individual is interested in and most passionate about is the key to excelling and surpassing all traditional standards. Through this approach, a person who loves Art get you use Art as the engine to teach English, Math, Science, etc. The teacher/learner conversation helps develop a learner specific curriculum, where the teacher can help in painting the road map. “For your goal of ____, these are the areas on math molecule you need to focus on”. You can help facilitate with questions like:
“Here are the different subject areas… which ones are you most interested in and why?”
Here is a general layout for discovering a learner focused plan:
You will also want to pick things that are appropriate for the age & ability levels of the learner. You can look at other tools, like Montessori, Waldorf, Multi-intelligence for age appropriate suggestions.
For younger learners, the teacher will want to seed the ideas. Here are some ideas for areas of focus:
“I hear you say you don’t have a lot of friends, but I see you play with X, Y, Z. How do you see them? “
Are you doing your best? Now what do you want to point that at? How can I help you as a teacher?
For higher level learners, you will want to help them self discover different areas to engage in. Here are some ideas:
Set achievable, but challenging goals that promote development. This seems obvious but is often overlooked. When setting goals, check and double check that they are both achievable and appropriately challenging.
“Let’s come up with a structure for what you want to accomplish and how you want to develop….”
SMART goals help with this.
SMART goals are:
Ask questions and brainstorm on the strategy as a group.
“What is your definition of success? How will you know when you have achieved your goal?”
Together, come up with a list of specific activities and timeframes for the lesson plans, teaching /learning strategies, molecules, etc. in ways that motivate the learner to try new things and integrates multiple subject and values areas. To facilitate, use open-ended questions to help the learner self discover.
“How did last session go? Tell me about the goals that were/were not met. Why do you think that is?”
Strategize with that in mind. You can also plan using the intrinsic motivations, values and believes of the student:
Ask the Learner/Team Member what you as the Teacher/Facilitator can do to support them better. This is for your own growth too, getting feedback on your teaching/facilitation style and how it is working for the individual. By remembering to ask each other this question every time, you set up a cyclical process that allows both the Learner/Team Member and Teacher/Facilitator to teach while learning and learn while teaching.
Together, both people help choose more meaningful tasks, reflect on their creation through deep feedback from and for each other, and collaboratively choose the best approaches for helping each other succeed in both the learning and teaching process. Together, both parties can make revisions to improve the products of their goals.
“How can I support you even more…”
For new participants, allow the learner to submerge themselves in the program for two weeks without expectations, in a simple “Try Your Best” environment.
“If you are looking for direction take a look these lessons plans and go with what seems best for you. Together we’ll use that to guide your learning process. At the end of the two weeks we’ll develop a roadmap that suites you…”
After two weeks, engage the learner in a bidirectional evaluation, so both the learner and teacher are evolving and the teacher gets feedback to be sure they are appropriately assisting with a learner-specific path. If there is an opportunity for improvement, in skills or behavior, find out route causes and/or specifics. Talk to child like they are your buddy, not like a child. Expand vocabulary together, and grow together.
Thereafter, engage the student in evaluation/feedback session in the selected frequency (quarterly or biannually). Information from these meetings will be documented using Google Docs. This allows for collaboration, easy sharing, easy review at a future point, and easy storage.
There are several different roles that comprise a learner and their learning team, and each are important within the Education for Life program. The assessment forms are designed to allow for input and participation from a person’s entire learning team. The team that is part of a Learner’s evaluation is up to the learner once they are old enough to make the decision. Parent/guardian involvement is strongly suggested for younger children. As the learners mature and become adults, the people they choose as their learning team may shift as desired to include or be replaced by peers/friends/mentors/partners/etc. Key roles, and their involvement in the assessment process include:
For complete details (and training resources), please visit the Collaborative Team Roles page.
The assessment format includes forms and a face-to-face evaluation meeting. The forms are typically given in advance to help the learner and their team reflect on their previous development and start to develop a plan for the upcoming learning session. The evaluation meeting includes the learner, the teacher, and the guardian, and is a two-directional feedback format that is guided by the Teacher/Facilitator and led by the Learner.
The evaluation meeting also helps to develop/build/finalize the learning path the learner may or may not have started developing on the form. The learning path they develop together includes a diversity of optional Modules to make the learning/growth path individualized. The meeting is comprised of the the following 9 steps, which are fully detailed in the next section:
The facilitator reviews the learner’s records and identifies strengths and opportunities, and generates recommendations. They may which to create a 1 paragraph summary, especially if they have many learners to evaluate. The facilitator may or may not choose to share the summary with the learner, and if it is shared, then they will read it to learner at the end of the evaluation meeting. After reviewing the records, the facilitator prepares a pre-meeting form and shares with learner for the learner to fill out (with or without help from the other members of their learning team).
Then, the learner contemplates and completes the questionnaire. The questionnaire will cover the majority of what will be discussed during the meeting, including questions to help identify potential add-on Learning Components. Remember to remove questions when adding additional questions so the form and assessment process do not get too long. Here are some examples questions to choose from:
General Question – applicable to all age/experience groups
4-7 year old questions:
2nd-4th Grade questions:
4th-6th Grade questions:
7th-8th Grade questions:
Adults (9th grade and beyond)
Duration: ~1 minute
Description: Any one minute activity that is relaxing and fun for all participants (e.g., ten deep breaths, 60 seconds of laughing out loud, visualization of something positive, 60 seconds of gratitude, etc.)
Duration: 30 seconds
Description: Say- “If you have anything that requires a lengthy conversation, something that deserves more than the attention and the 3-4 minutes allotted to stay within the meeting timeline, then let’s choose one of the following:
The purpose of Learner-Designed/Facilitator-Guided Education and Evaluation Plan is to engage you in your own life coaching and personal growth process. The evaluation serves as a self-prescribed engine for you to identify, pursue, and evolve passions and raw talents through interdisciplinary, inquiry-based learning. This is a bidirectional process between you and me that allows you to enroll in charting your own path and shaping your own educational experiences. This creates opportunities for you and me to ask personalized questions and explore strategies to create a means to enhance both of our development.
This is a fun process if we are doing it right and look forward to it.”
Description: Open-ended questions
These questions can be left broad or be more specific based on how long the teacher has been working with the learner and anything that stood out in the pre-meeting form. If teacher knows learner they can ask if if there are any differences in their goals, has anything changed. Examples of what can be added to the questionnaire that the student would answer before the meeting:
Description: Questions for form: Thinking about your education process since last we met, write at least 2-3 sentences (for each of the following) sharing what you feel has been working/most fun and also anything that’s been challenging/you’d like to change?
Description: Review what was focused on last session – ask probing and specific questions regarding learners experience. Ask what the learner enjoyed most and what they found were challenging.
Assess progress overall in goals/internship/apprenticeship. The learner evaluates where they are at by assessing and supporting their competence in each subject/area:
The teacher/facilitator reviews digital badges earned and/or still being worked on (as applicable). Say: “These are the badges that you have earned…are you happy with that…are there any that you want to focus on for the next term.”
Description: Learner evaluates their character development and identifies how elements within the values molecule are being practiced and developed. When they are choosing areas to focus on, reference molecules for example and ideas of what to focus on.
Description: Establish challenging, yet attainable goals. Teacher shows in graphic form where the learner stands in their evolutionary process. The learner defines the goals and the facilitator guides, ensuring they are challenging yet attainable goals. When they are choosing areas to focus on, reference the core cirriculum molecules for example and ideas of what to focus on.
|Group||Learner-selected Modules||Teacher-selected Modules*||Parent-selected Modules**||Total number of modules|
|Preschool through 1st grade||8 (1/subject)||1-2||1-2||10-14|
|2nd through 4th grades||8 (1/subject)||1-2||1-2||10-14|
|4th through 6th grades||16 (2/subject)||5-10||1-2||22-28|
|7th through 8th grades||16-24 (2 to 3/subject)||5-10||none||21-34|
|9th through 12th grades & work study||24 (3/subject)||5-10||none||29-34|
* Either teacher discusses adding or chooses to add on their own.
** Teacher has conversation with parent separately and allows input based on how helpful it would be to the learner’s learning process to have parents involved in selecting modules.
Based on values/character development that was packaged in the curriculum from last term, teacher adds any elements that specifically address foundational skills. Facilitator reviews options that support identified areas of interest that learner can choose from to develop their next growth path.
Description: Complete steps 10 and 11 on the assessment form
Duration: 10 minutes
Description: Learner-identified/Unique ideas (anything we haven’t thought of).
Target 60 seconds of silence before ending session.
Description: Review the existing processes for each goal and identify 8-10 steps you will focus on.
Who: Learner with facilitator’s review
Description: Take notes together, but learner then goes through and summarize what was noted by both
The recommended (adaptable) assessment forms for use with the Evaluation and Evolution process are GoogleDoc-based so they are easily copyable/transferable/editable and transparent. Adding/removing module components individualizes each person’s form and helps further individualize the learning path too. The forms are also designed to allow for input and participation from a person’s entire learning team (family, friends, teachers, mentors, etc.). The forms can be adapted to be used for:
Q: Are all aspects of this Evaluation and Evolution component necessary?
We consider all aspects listed above as important but how a person or organization chooses to use them is up to that individual or group. To maximize the flexibility and application options, all components are designed to be usable in combinations, as part of the complete model, or as a stand-alone components.
People’s and organizational approaches to discipline are diverse. If disciplinary action is something you or your organization has decided is necessary, our suggestion is to still maintain a positive and Learner-focused approach. This would mean focusing on the Learner’s goals, how their behavior could be changed to help them better achieve their goals, and then guiding the Learner to come up with the best approach for moving forward and any consequences associated with not living up to this self-created path for progress.
Q: What if I have my own evaluation system that I like better, can I use that instead?
Of course! All aspects of the Education for Life program are designed for use in any educational environment and with or without inclusion of any other aspect of the program.
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