True learning is not about having the right answer, so measuring whether students have the right answers is at best incidental to the essential aims of education. True learning is about mastering the art of asking questions and seeking answers, and applying that mastery to your own life. Ultimately, it is about developing the power of self-transformation, the single most valuable ability one can have for meeting the demands of an ever-changing world. Meaningful assessment measures attainment in these areas, rather than in the areas most congenial to the economic metaphor.
How best to judge whether students have attained the sort of freedom that can be acquired by study? Demand that they undertake and successfully complete intellectual investigations on their own. The independence engendered by such projects empowers students to meet the challenges of life and work. It helps them shape lives worth living, arrived at through thoughtful exploration of the question: What kind of life do I want to make for myself?
Assessors should thus turn all their ingenuity toward measuring the quality of the students’ learning environment, toward measuring students’ engagement with their teachers and their studies, and toward measuring activities in which students practice the freedom they have been working to develop in college. The results should be used to push back against easy assessments based on the categories of economics.
Higher education, on the other hand, would do well to repurpose most of the resources currently devoted to assessment. Use them instead to do away with large lecture classes — the very embodiment of education-as-commodity — so that students can have serious discussions with teachers, and teachers can practice the kind of continuous assessment that really matters.