Even though the personalization / individualization of instruction is being driven by objective data in learning platforms, this data can also be used to facilitate a deeper self-understanding commitment and understanding between the student and the teacher.
To see the future, students and teachers should focus on their horizons. Horizons here refer to a point in developmental time that can’t be seen clearly today, but that I can reasonable expect to achieve in the future. Because many aspects of this developmental journey are both precarious and dependence on future actions, this joint vision can’t be wishful thinking, but must be clearly framed in terms of privileges and obligations. When it is treated this way, assessment is not a picture of student achievement, but is a methods for making both student and teacher visible to each other in a way that is rational, meaningful and conducted in an ontologically responsible manner; that is, in a way that is true to who we we want to become (Shotter, 1993).
This model of support begins with valid assessments that are clear and explicit about their meaning, the underlying values implied and the actual or expected consequences. The learning process can then be understood from a narrative perspective as well as mathematically. By referencing empirically supported path models, personalization can include choice, preparing the way for stronger commitment and clarification of learning directions, choices and possibly experiments involving learning directions.
Theis idea is not to suggest that assessment must become less objective, but to recognize that an education process must contribute to the development of a subject. Educating a student is not like designing a computer chip. It is about helping an individual actualize their unique capabilities while finding themselves and their place in society. The Goal of Education is intellectual development. Approaches that are tethered to a mechanistic model of education will fail in this goal and are not even appropriate in terms of the efficiency by which they may be justified. Assessment may start with objective visions, but its uses must directly translate to the subjective tasks that are central to both teacher and student.