Assessing Learning-to-Learn – A Framework

The concept of learning-to-learn has been adopted in response to the new challenges and demands presented for educational assessment by changes at the macro-level of work and society, and at the micro-level of work processes. It refers to the diverse cognitive and affective factors that are central to the application of existing skills to novel tasks and to new learning. Learning-to-learn is formed through good educational practices and accompanies all achievement. Its inclusion as a distinct indicator in assessment would provide a means to analyse the relative role of the different factors affecting student achievement, and help direct schools towards practices and contents that would truly foster lifelong learning.

Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks. A task is seen to activate a complex system of interrelated competencies and beliefs, leading to learning action. The adaptive and voluntary mastery of this learning action through affective and cognitive self-regulation forms the core of learning-to-learn.

About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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