This pages is about (and includes) the recommended assessment forms for use as part of the Evaluation and Evolution process within the One Community Education for Life program. The assessment forms are designed to provide a replicable and easily adaptable template for collaborative growth that is applicable to all ages and almost any learning environment.
We discuss the details of this component with the following sections:
EDUCATION OVERVIEW â” Â HOW TO USE THIS PROGRAM â”Ã’ OUR OPEN SOURCE PURPOSE
The assessment forms are designed to provide an adaptable template for Learner-guided evaluations that support collaborative growth. They are applicable to all ages and almost any learning environment. They are Google Doc-based so they are easily copyable/transferable/editable and transparent, and designed to allow for input and participation from a person’s entire learning team (family, friends, teachers, mentors, etc.).
Adding/removing module components individualizes each person’s form and helps further individualize the learning path too. They are divided into the following learning groups: Pre-K/Elementary, Intermediate/Secondary, and Post Secondary (trade school, etc.). This page includes examples and downloadable forms for each learning group to assess, evaluate, and provide:
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 for all involved.
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 Educators and Learners, Facilitators and Staff, Managers and Teams, etc. Our hope in open sourcing it is to provide a replicable tool that demonstrates and teaches the benefits of two-directional feedback and collaborative learning.
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.
SUGGESTIONS ● CONSULTING ● MEMBERSHIP ● OTHER OPTIONS
Ellen Ross Kaspi: Progressive Educator and Mind/Body Modality Specialist
Jessica Wienke: Organizational and Leadership Development Consultant
Sangam Stancza: Ph.D. and P.E.
Stephanie VanderKallen: Mental Health Professional and Teacher
As stated above, the purpose of this evaluation form is to engage learners 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 own growth and improvment process.
These evaluation forms serve as an engine for identifying, pursuing, and evolving passions and raw talents through interdisciplinary, inquiry-based learning. The form and questions on it are selected by the Facilitator/Educator, it is then filled out by the Learner prior to the bidirectional Learner-guided evaluation. This creates opportunities for the Learner and the Teacher to ask personalized questions, give each other feedback, and explore strategies for enhancing each other’s development. It also provides a means to identify and successfully engage all areas of a person’s life that they want to develop.
The forms are 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 the use of these forms and the assessment format, everyone is accountable and the entire educational experience is enhanced. Most importantly, if you are doing it right, it is engaging/fun for everyone.
With all this in mind, we discuss the details of how to use and customize these forms with the following sections:
The primary goal of the complete Evaluation and Evolution process is to help the Learner assess their progress, clarify goals and desires, give and get feedback on their growth process, and collaboratively create a plan for success. The forms help gather and share the details of the Learner’s perspectives and thoughts about these areas so the Educator/Facilitator can efficiently assist them in their planning, education, and growth process. If used correctly, the forms are also an excellent tool for helping the Educator/Facilitator to grow and improve their teaching style and effectiveness.
When using the forms, the form selection and customization is completed by the Educator/Facilitator, then the form is filled out by the Learner, reviewed by the Educator/Facilitator, and discussed face-to-face in a two-directional Learner-guided evaluation. Customization is accomplished by substituting appropriate alternate-question options from the lists below or by creating their own. This process happens with each use of the forms so the evaluation process is always relevant to the Learner’s evolving education, goals, and aspirations.
Here are the steps for using the forms for the first time:
The process is the same if you’ve used these forms before, the only difference would be the inclusion of reviewing your Learner’s records and previous meeting notes prior to the individualization step.
The recommended (adaptable) assessment forms for use with the Evaluation and Evolution process are Google Doc-based so they are easily copyable/transferable/editable and transparent. Adding/removing questions and/or 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:
Here are the Google Docs in formats for evaluation for each age:
The above forms can also be easily adapted and used for additional role types such as Student Mentors, Assistants, Internships, Work Study, etc. For these purposes, you may wish to add the following sections and/or details:
This section of this page is essential for individualizing the evaluation forms and Learner-guided evaluation process. They are only needed though if individualization is desired. For general use, the forms can be used as they are. To individualize them, replace any of the questions on the form with ones from below if you feel the ones from below are better suited for the specific goals, strengths, and opportunities for improvement the Learner is focused on. When opportunities/strategies/approaches are identified by the Learner for improving the Learner’s experience, offer to help them remember and be accountable to applying the strategies they’ve identified.
These questions are applicable to all ages/experience levels and can be used as such:
These questions are applicable to an average age/experience level of a 4-7 year old and can be used as such:
Note: An “*” means you could substitute a different time, activity, etc. for that word if you feel there is a more appropriate one.
These questions are applicable an average age/experience level of a person in grades 2-4 and can be used as such:
Note: An “*” means you could substitute a different time, activity, etc. for that word if you feel there is a more appropriate one.
These questions are applicable to an average age/experience level of a person in grades 4-6 and can be used as such:
Note: An “*” means you could substitute a different time, activity, etc. for that word if you feel there is a more appropriate one.
These questions are applicable to an average age/experience level of a person in grades 7 or 8 and can be used as such:
Note: An “*” means you could substitute a different time, activity, etc. for that word if you feel there is a more appropriate one.
These questions are applicable to an average age/experience level of a person in grades 9+ and/or adults and can be used as such:
Note: An “*” means you could substitute a different time, activity, etc. for that word if you feel there is a more appropriate one.
The assessment forms are designed to provide an adaptable template for Learner-guided evaluations that support collaborative growth. They are applicable to all ages and almost any learning environment. They are Google Doc-based so they are easily copyable/transferable/editable and transparent, and designed to allow for input and participation from a person’s entire learning team (family, friends, teachers, mentors, etc.). 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.
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 One Community Education for Life program, or as stand-alone components.
Q: Above you say, “if you are doing it right, it is fun for everyone.” How do you make it fun when it seems disciplinary action is in order?
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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You create a new model and make the old one obsolete. That, in essence, is the higher service to which we are all being called."
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