Page 110 - Looking_after_school

Looking after school: a critical analysis of personalisation in education

on the student. In this scenario, the same (basic) goals can apply to all
or to a group of students, but the specific learning outcomes and/or
specific levels are personal matters. This version of personalisation
can be at odds with the school’s task of basic formation.
First and foremost, formation cannot be organised in view of pre-
defined outcomes. After all, this would imply that this formation can
be defined in terms of clear and unambiguous learning outcomes
which can be verified, and that they are also equal or equivalent for
everybody. Formation is not directed towards outcomes, but towards
goals. Yet, this does not mean that it cannot be evaluated. In addition,
the (radical) personalisation of goals is at odds with certain aspects of
freedom and equality. Personalised goals always imply, in one way or
another, that there are reasons from the side of the student to assume
that part of basic formation or the proficiency level which is demanded
does not apply to them. This also takes in the (at least inexplicit) con-
viction that more effort, by learning more or by adding pedagogical
support, does not make a difference. This may become clear after the
‘trying’ (post factum) but starting from these differences means that
the future of (and what is possible for) a student is set beforehand,
often based on tests of abilities, talents, or capacities. Consequently,
the pedagogical assumption of freedom and equality is abandoned a
priori. This does not mean, however, that other forms of differentiation
are undesirable. The point we want to make is that personalisation of
outcomes which is based on an estimation of the capacity needed to
achieve those outcomes instils a logic that is at odds with the school’s
role, in view of basic formation and preparation.

Personalisation of exams and qualification

Often in connection with the personalisation of goals, exams (as sum-
mative evaluation) can also be personalised. In this case, as well, there
are several options, such as: making a custom form of examination,
adapting the exam depending on the proficiency level, or adjusting the
time for taking the test. In this context, a system of open qualifications
can also come to the fore. This system for determining what learning
outcomes have been achieved is a form of ‘personalised’ qualifica-
tion: all the acquired and present competencies can be exhibited for

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