The Human Element in Moderation: A Journey from Process to Educational Ethic

Personal Prelude 

When I first started working in education, the term for ensuring consistent assessment was 'verification.' It felt precise, almost clinical. “Internal Verification” seemed positively unpleasant. Later, the terminology shifted to 'moderation’, a word that, for me, always carried a hint of something more nuanced, perhaps even something human. Yet, as I delved into the practicalities of the process, particularly in vocational education assessment, I often found myself looking for that 'human element' amidst the checklists and procedures. After all, nobody gets into education simply to fill in paperwork; we want to help and bring on the next generation.

However, despite being more comfortable with the name of the process, a vital question lingered for me: is moderation, however robust, just a process? All too often, moderation—despite its inherent good intentions—can get bogged down in a bureaucratic morass. When this happens, the paperwork and procedures (the means) inadvertently become the end themselves, losing sight of the genuine educational benefits. My argument, however, is that by actively focusing on the broader "educational good" that moderation serves, the very nature of this "box-ticking" process can itself be transformed, becoming an essential vehicle for positive change. It was this search, this personal reflection on the nature of our collective work, that led me to consider how moderation mirrors ideas of reflective practice – not just individual reflection, but a powerful form of group reflection. And from that, to broader philosophical concepts via Aristotle’s Nicomachean Ethics, and the idea that moderation, particularly through its feedback loops, can truly be a route to 'the good' – becoming an educational ethic rather than merely an education management function. This active potential of moderation is crucial; when it degrades into a mere administrative exercise; it fails to grasp its own transformative power.

Introduction

This is not a ‘how to’ post. There are hundreds of those just a Google away. Instead, I want to begin by considering how moderation both diachronically and synchronically can improve standards. In a sense considering what moderation does (or can/could do) before progressing to consider what moderation is and why in order to capture the transformative power of moderation it has to break away from a closed managerial function. 

Moderation: The 3-Way Pivot for Continuous Improvement

Moderation, particularly on an unsuccessful individual candidate's performance, extends far beyond that individual. It serves as a 3-way pivot for continuous improvement, directing feedback and insights across three crucial types of standards: educational, performance; assessment. But beyond this three-way pivot within the standards principle, moderation also critically pivots to the foundational educational principles of validity, reliability and fairness, underscoring its role as a truly remarkable and vitally important procedure.

When moderation highlights common areas of weakness across multiple components of an assessment or specific deficiencies in an apprentice’s performance, this feedback is invaluable for the college. It can inform improvements in teaching methodologies, the curriculum’s emphasis on certain topics, and the overall instructional design. This continuous feedback loop is essential for maintaining and elevating educational standards over time. It is feedback now for improved performance tomorrow. By ensuring that the curriculum remains current, teaching methods are effective, and the emphasis placed on certain features of the course genuinely lead to the required levels of competence.

The direct feedback given to the apprentice about their unsuccessful performance, clearly articulated, becomes a vital part of their preparation for a resit or retake. It pinpoints exactly where they went wrong and what specific skills or knowledge need further development. But the feedback that moderation provides to improve educational standards can also provide a benefit when colleges provide remedial training for candidates prior to the retaking of the assessment. Effective moderation thus establishes what might be called a two-track feedback model which helps improve the performance standards associated with the assessment.

This notion of moderation providing different routes to improvement can also be found in the way that moderation can be utilised to improve assessment standards. Moderation inherently scrutinizes the assessment itself. If the moderation process reveals ambiguities in the assessment task, inconsistencies in marking guides, or issues with the clarity of instructions, this feedback directly improves the quality and fairness of future assessments. This ensures that the assessment accurately measures the intended learning outcomes.

Crucially, the internal verifier’s role in monitoring patterns of mistakes across different apprentices in the same assessment is key to prompting reflective actions regarding the educational and assessment standards. By reviewing these patterns, perhaps on a quarterly basis and reported in pre-arranged, standardized meetings/consortia, where assessors and college leaders can determine if an apprentice’s mistakes are truly individual or, more significantly, evidence of underlying weaknesses in the training provided or the assessment design itself. There will always be a requirement for full-scale reviews of the assessment and the assessment process but moderation provides continuous professional monitoring of the standards. This systematic analysis transforms individual assessment outcomes into valuable data for continuous improvement across the entire vocational programme. To borrow an electrical metaphor, moderation is the equivalent of ongoing maintenance in contrast to periodic inspections. 

Beyond Apprentice Performance: Moderating Assessor Performance

While the initial verification process focuses on the apprentice’s performance, a truly comprehensive moderation strategy must also consider assessor performance. This requires a sensitive and supportive approach, particularly given industrial relations considerations.

The best way to address assessor performance within moderation is through a collaborative decentralisation of the moderation process.

Assessors should regularly engage in peer review of each other’s judgments. This involves assessors critically examining each other’s marking and feedback against agreed standards. This collaborative approach fosters a shared understanding of criteria and helps to identify unconscious biases or inconsistencies in application without being punitive. It also, because no-one is perfect, induces a recognition of professional humility. Indeed, moderation is the antidote to perfectionism.

This, in turn, provides opportunities for the professional development of assessors. When patterns in assessor marking are identified, these become opportunities for targeted training, workshops, or one-on-one support, rather than criticism or disciplinary action. The goal is to enhance their understanding of assessment practices and standards.

Education Scotland emphasizes that "engaging in the moderation process with colleagues will assist you in arriving at valid and reliable decisions on learners' progress" and promotes a "shared understanding of standards and expectations" among practitioners across all sectors. This aligns with the collaborative and transparent principles of moderation.

Moderation meetings, especially those involving the internal verifier, should include calibrated discussions where assessors can collectively review samples of work and discuss their rationale for marks and feedback. This open dialogue helps to align individual interpretations with the shared understanding of standards.

Ultimately, what emerges from these best practices is that moderation is effectively professional group reflection. It's a structured and collaborative process where assessors, internal verifiers, and indeed the entire vocational education institution engage in a cycle of learning and improvement. Much like theories of reflective practice, moderation moves beyond simply "doing" assessment to actively "reflecting on" and "reflecting in" the practice of assessment itself. It allows educators to collectively scrutinize their judgements, challenge assumptions, identify systemic issues in training or assessment design, and continually refine their approach to ensure that every apprentice receives fair, consistent, and high-quality assessment.

Moderation as Ethic

At the beginning of this post, I mentioned how the change from verification to moderation suggested a clear Aristotelian ethic. Aristotle saw "the good" as the aim of all human activity, (our telos) achieved through virtuous practice and the pursuit of excellence. In this light, moderation in vocational education can be seen not merely as an administrative process, but as a route to "the good" in education itself. 

This pursuit of 'the good' finds a tangible parallel in industry standards. BS 7671 states that "good workmanship shall be used", (134.1.1). But it's not just worth considering what the Wiring Regulations state, but where they state it. The positioning in the very first part of the book underscores that "good" is a pervasive standard – a responsibility woven into the very fabric of electrical installation work. It is there because it is only by aiming at the good from the very beginning that we might ultimately hope to arrive there. 

The Regulation’s simple yet powerful directive applies not just to the apprentice or qualified electrician, but extends as a guiding principle to the assessor and the organization that the assessor belongs to. It underscores that pursuit of "the good" is fundamentally that which connects the various components of vocational education. Just as in electrical installation, so too is the pursuit of the good a responsibility woven into the very fabric of training, assessment, and educational professional practice. 

It's almost possible to regard moderation as the single most important process of the whole learning and assessing field. It is the process that ensures that the teaching, learning and assessing operate at their most effective. When moderation is practiced with integrity and a focus on continuous improvement, it cultivates:

 

• A Good Educational Standard: Ensuring that what is taught at college truly equips apprentices with the necessary knowledge and skills.
• A Good Assessment: Guaranteeing that assessments accurately and fairly measure competence, providing a clear pathway for learners to demonstrate their abilities.
• A Good Performance: Supporting apprentices to develop the practical skills and theoretical understanding required to excel in their chosen trade.

These elements all combine to produce "good electricians" who are not only technically proficient but also ethically grounded in their practice. In this sense, moderation, particularly through its two-track feedback mechanisms (direct from the assessor and systemic insights via the college), elevates itself beyond a management function to become a profound educational ethic – a commitment to excellence and the holistic development of competent, skilled, and responsible individuals in the workforce.

Sources & Further Reading:

Aristotle, tr.D. Ross, (2009) Nicomachean Ethics, Oxford, Oxford World's Classics, Oxford University Press 

BS 7671:2018+A2:2022, Requirements for Electrical Installations, IET Wiring Regulations Eighteenth Edition, (2022) IET, London

Image Credit

Aristotle, photographer Nick Thompson, Flickr, Uploaded on March 31, 2012, https://www.flickr.com/photos/pelegrino/6884873348, CC-BY-NC-SA 2.0

The Unlearned Lesson of Untold Lessons

Untold Lessons (Tornare dal bosco literally Returning from the Woods. The US title is Dear Teacher)

by Maddalena Vaglio Tanet:

Hardback: September 12, 2024

Paperback: July 3, 2025

Pushkin Press

In the beginning it was the title. What exactly is an untold lesson? 

Synopsis: The novel opens with a striking premise: a teacher named Silvia disappears into the woods after the shocking news of a favourite student's death. As the mystery of her disappearance takes hold in her small Italian village, the narrative delves into Silvia's past, the speculative theories of the villagers, and the impact of her absence on the community. The story delves into the psyche of a teacher and how a tragic event related to a student impacts her, potentially offering insights into the emotional and psychological toll of the profession and the relationships formed within it.

Whose Untold Lesson?

The book sat for over a week in my bedside pile. The ambiguity of the title didn't just puzzle me, it got under my skin. It was like one of those itches that you just can't stop scratching at. Whose "untold lessons"? Were they intended for the characters to give or receive, or intended solely for the reader? And if the lesson goes untold, can it even be considered a lesson at all? who didn't tell it; who didn't learn it? All these questions, and I hadn't even reached the first page. When I finally started, I prepared myself for the big reveal. I read, and waited. And it didn't happen. Which of course makes absolute sense because it's untold. It was only afterwards that I learned how this lesson actually unfolds. It emerges gradually with nuance and subtlety through the reading experience and long after the final page. Untold Lessons is a profoundly haunting meditation on loss.

Echoes of the Unlearned 

The novel is inspired by the tragically real events that happened more than fifty years ago, originating from the author's own family history and community lore. Vaglio Tanet pieced the story together from scattered allusions, fragments, and then corroborated details by finding old newspaper articles, and although she hasn't publicly named the specific individuals or provided all the granular details of the true event (likely to maintain the privacy of those involved and allow for fictional interpretation), the core elements are derived from this historical incident. 

Vaglio Tanet has emphasized that she wasn't writing a journalistic account, but rather using these real fragments as a foundation to explore the novel's deeper themes of guilt and responsibility, compassion and self-acceptance, and community and the human psyche in the face of tragedy. It is perhaps for this reason that the novel deliberately avoids imagining the crucial moment of the student's death, focusing instead on the aftermath and its ripple effects. 

This basis is not merely historical fact. It has the effect of making the novel's story seem less like a telling than a retelling. It is as if the real event were the first occurrence, the fall, and the literary event, a repetition of that cataclysm. The fact that the author felt compelled to revisit and re-imagine an event from her own past, that perhaps the community (and humanity) has still not fully processed or learned from, lends significant weight to the idea that we are not so much dealing with an untold lesson so much as an unlearned lesson. 

We are often told in the face of tragedy that lessons have, or will be learned. It's often the first platitude out of a politician’s mouth. But if the logic of this interpretation holds true, it's only a matter of time for the lesson to happen again. The persistent lesson in the novel is that the untold all too easily becomes the unlearned. Is it really our collective fate to learn nothing?

Overcoming The Hidden Hurdle: Rising To The Challenge of Test Nerves in High-stakes Vocational Assessments

I was fortunate to be able to catch the young electrician apprentice who fainted in front of me.

Introduction

For many, a high-stakes examination is merely a hurdle. Personally, I thrive on the challenge; the intense preparation, the moment of tension upon opening the examination paper, the possibility of failure. But I recognize that not everyone feels the same as me. For an apprentice, particularly one from a lower socioeconomic background, that final, high-stakes, summative assessment isn't just an assessment; it's a gateway to a meaningful future, a hard-earned step out of precarity, and if getting the apprenticeship in the first place was the start of a journey into an industry with many different facets to it, the other side of that assessment is a giant leap on that journey.

Yet, a hidden hurdle often stands in their way: the debilitating grip of test nerves. This intense nervousness acts as a 'construct irrelevant variance' (CIV), somethinng that affects a candidate's mark other than the skills, knowledge or understanding that the assessment is intended to assess. From an educational perspective this disruptive force undermines the very point, the very foundation of the assessment. From a human perspective, this disruptive force unfairly distorts the candidate's true capabilities and threatens to derail their pursuit of what truly matters.

The "Meaningful Aim"

High stakes vocational assessments are public statements of confidence in the competence of candidates to become electricians. In Scotland, the high-stakes summative vocational assessment for electricians is FICA, the Final Integrated Competence Assessment. (A brief personal note: whilst I'm fortunate to be a FICA Assessor, this piece is written in a purely personal capacity to discuss the general nature of such assessments. It's not my workplace or FICA specifically that's under discussion).

After four or five years of on-the-job training and college work, the apprentice's performance at FICA determines whether they are ready to become a fully qualified electrician. This single assessment carries immense weight, influencing career prospects, earning potential, and overall life trajectory. It is, in essence, a rite of passage marking a significant transition, which, in the language of the 1980’s when I became an electrician, marks the transition from boy to (journey) man.

Jordan Peterson's philosophy often centres on the idea that individuals find meaning and purpose by voluntarily confronting the chaos and challenges inherent in life, taking on responsibility, and striving towards a higher aim. For an apprentice in Scotland pursuing an electrical installation qualification, the journey itself—the years of rigorous training, the mastery of complex technical skills, and the dedication to a demanding craft—is a clear embodiment of "pursuing what matters”. Becoming an electrician, a competent and valued member of society. Someone who solves people's problems and who can make people's lives easier or better, is a concrete meaningful aim; a step out of the chaos (unemployment, financial insecurity) and into a structured responsible role within their trade and society. This pursuit, laden with profound personal, familial and social responsibility can, not unsurprisingly, amplify the emotional response associated with taking any test. More precisely, the fear of failing and falling down the social hierarchy can provoke overwhelming nervousness that interferes with cognitive function and performance.

Confronting Internal Chaos (Nervousness as CIV)

Peterson emphasizes that growth and meaning emerge from confronting the unknown and the chaotic, both externally and internally. Debilitating test nervousness represents a significant internal chaos. It's a psychological "dragon" that, if left unaddressed, can undermine all the diligent preparation and genuine competence an apprentice has accumulated. This nervousness is a CIV because it introduces variability into the test score that is irrelevant to the apprentice's actual electrical knowledge and skill. It's the internal chaos preventing the effective pursuit of the meaningful aim.

In my experience, nervousness as CIV manifests itself in distinct cognitive and physiological ways. Cognitively, this ranges from difficulties focusing on reading guidance material or recalling learned information. It's not because they haven't gained semantic and episodic knowledge but because they simply can't access the learned material because of exam stress. Physiologically, the hands of some candidates sweat and shake so much that it's almost impossible for them to place the probe onto the connection. In order to guide the probe onto the terminal they put themselves in danger by putting their fingers beyond the insulated barriers.

For those from lower socioeconomic backgrounds, this pressure can be particularly acute. They may face additional nervousness stemming from:

The Paradox of Resources: Whilst some apprentices from more affluent backgrounds might have access to private tutoring, extensive study materials, the vast majority of apprentices that I encounter don't obviously come from the more affluent end of the income scale. Those from lower socioeconomic backgrounds may lack these advantages, and may not come from a supportive home environment conducive to learning. This can lead to increased anxiety about being under-prepared. However, a supportive home environment conducive to learning can cut both ways, especially if the apprentice is the child of an electrician who happens to also be their employer - the pressure for approval becomes both professional and deeply personal. 

Fear of Failure and Limited Opportunities & The Burden of Responsibility: The consequences of failing a high-stakes vocational exam can be more profound for apprentices with fewer safety nets. The financial implications and the potential impact on their ability to secure stable employment can fuel intense nervousness. This heightened sense of responsibility, while a core tenet of Peterson's philosophy for a well-lived life, can paradoxically amplify test anxiety. The fear of failing not just themselves, but also those who depend on them, can trigger overwhelming nervousness that interferes with cognitive function and performance.

Stereotype Threat: In Scotland's education system, there is often a subtle yet pervasive bias that regards the trades as a fallback for those “not good enough” for university.  The clear signal that Scottish education system sends is that the skills required to get you to university are of more value than the skills that get you an apprenticeship. Richard Reeves, in his book Of Boys and Men argues for a massive investment in male-friendly vocational education and training noting that doing more for boys and men does not require an abandonment of gender equality. The vast majority of young apprentice electricians in Scotland are white, working-class males. So in addition to overcoming the educational stigma of their chosen goal,  they now have the added burden of their race, class, and gender to bear. In the circumstances it seems reasonable to wonder if the people who erected these hurdles are capable of dismantling them. Success in a high stakes vocational assessment might prove the stereotypical clichés wrong. But the terrifying inverse is that failure might just confirm all those negative biases about their abilities. ‘What if “they” were right all along?’ This added pressure can further hinder their performance.

The Impact on Performance and Validity

Consider the practical aspects of a high-stakes summative assessment in electrical installation. An apprentice must possess a deep understanding of wiring circuits, safety regulations, and fault diagnosis—the very 'order' that they have painstakingly learned to impose on complex systems. Yet, under this immense pressures the internal dragon of chaos prevents the effective manifestation of their hard-won order in the world. Research consistently shows a negative correlation between test nerves and performance, meaning highly skilled apprentices can under-perform simply because these nerves prevent them from accurately demonstrating their abilities. This isn't just a problem for the apprentice; it is, at this exact same moment, a fundamental problem for the assessment itself. The assessment is no longer doing what it's designed to do. It's no longer accurately determining if an apprentice is ready to become an electrician. It's at this point that the CIV doesn't just undermine the candidate's performance but also undermines the validity of the assessment, not merely its content. This critical flaw leads some progressive educationalists to argue for the abolition of high-stakes assessment altogether based on a seemingly logical rationale: ‘No assessment = no nerves = no problem’. This simplistic solution overlooks the vital function these assessments serve in ensuring public confidence and professional competence. However, a failure to recognize the significance of this threat to the assessment's validity won't make the simplistic solution go away.

The Call to Order

The more prepared you are, the more confident you'll be.

Jordan Peterson advocates for bringing order to chaos. For the apprentice, this means not only mastering the technical ‘order’ of electrical systems but also imposing order on their internal state. Strategies to mitigate test nervousness—such as thorough preparation, stress management techniques, and familiarization with the assessment format—are, in essence, acts of bringing order to that internal chaos. They are practical steps in the voluntary confrontation of a personal limitation that threatens their meaningful pursuit. Educational institutions clearly have a practical and ethical role to play in mitigating the impact of nervousness as a CIV. What they shouldn't do is overcompensate by teaching to the test. Apprentices have to learn to take responsibility for their learning, their decisions and their actions. Transforming them into test-passing robots serves only one person: you. It flatters your educational vanity, and it compensates for your own feelings of inadequacy by inadequately preparing the apprentice for the challenge. 

Institutions can:

Enhance Preparation and Familiarity. Provide detailed and aligned instructional materials, realistic practice tests, and incorporate low-stakes formative assessments to build-up the apprentice's confidence. They could help too by not providing false information about the assessment. 

Emphasize Mastery and Growth: Focus on demonstrating a mastery of skills and knowledge. By pursuing quality workmanship, and not tolerating a “just get the job done" attitude, apprentices can become more than electricians, they can become good electricians who can subsequently rise into the management sphere with the acknowledged respect of their peers.

Provide Constructive Feedback and Support: Implement infrastructure to provide detailed feedback and opportunities for improvement, thus fostering an inclusive learning environment.

Teach Genuine Coping Strategies: Breathing correctly, for example, helps you control your nervous system function. James Nestor advocates a simple solution of breathing slower, inhaling and exhaling through the nose rather than the mouth. The rhythm matters too. If you inhale, through your nose for three, and back out through your nose for a count of twelve you will feel your heart rate slowly go down. This is not the same thing as medicalizing students.

By implementing these practical strategies, vocational education institutions can create a more supportive and less nervousness-provoking assessment environment. By doing so they will have played their role in removing the CIV that impedes an apprentice's ability to demonstrate their true mastery, and thereby empowered the apprentice to more effectively pursue the meaningful aim of a skilled and stable career.

Conclusion

The pervasive influence of nervousness in high-stakes vocational assessments represents a critical challenge. This intense experience acts as a significant barrier that can unfairly impact their performance and future. By recognizing this nervousness as a profound source of CIV, and implementing practical strategies to mitigate its effects, vocational institutions can ensure fairer and more accurate evaluations, empowering all apprentices to demonstrate their true potential and build successful careers. Addressing this hidden hurdle is not just about improving test scores; it's about creating an environment that serves the best interests of the apprentice, vocational education institutions, and the wider society. In this light, the nervousness experienced by apprentices in high-stakes vocational tests is not merely an inconvenience; it's a direct challenge to their ability to pursue what matters most to them. Overcoming this CIV becomes a crucial part of their journey, a personal act of courage and responsibility that aligns deeply with the principles of finding meaning through confronting life's inevitable difficulties.

Ultimately, addressing nervousness as a CIV in high-stakes vocational assessment is more than just of psychometric interest; it's a commitment to human potential. For all apprentices, and particularly those from lower socioeconomic backgrounds, these assessments are crucibles where their dedication to ‘pursuing what matters’ is put to the ultimate test. By proactively mitigating the debilitating effects of nervousness—the debilitating chaos that can obscure their true abilities—vocational education institutions can ensure that assessment outcomes genuinely reflect an individual's hard-earned skills and character, rather than the arbitrary influence of fear. This approach not only strengthens the validity of our qualifications but also empowers every apprentice to step confidently into the meaningful future that they have worked so hard to build.

Sources

Reeves, R.V. (2022) Of Boys and Men: Why The Modern Male Is Struggling, Why It Matters, and What to Do about It, Swift Press 

UMD Special Collections and University Archives, Hurdling Tradition, Flickr, https://flic.kr/p/drUnrh, accessed 25th May 2025, CC BY-NC-ND 2.0, https://creativecommons.org/licenses/by-nc-nd/2.0/deed.en

Mackay, B. & K., (2020) Podcast #638: How Changing Your Breathing Can Change Your Life, The Art of Manliness, Health, Health and Fitness, AoM Team • August 24, 2020 • Last updated: October 1, 2021, 

https://www.artofmanliness.com/health-fitness/health/importance-of-proper-breathing/, accessed 21st May 2025.

The quote is from a National Electrotechnical Training video on LinkedIn, (NET video)

Assessment for Life: A Three-Dimensional Approach to Professional Growth

What does "Assessment for Life" mean to you?

I was introduced to this deeply ambiguous phrase on my first week, on the Cambridge Assessment Network's course, "A101: Introducing the Principles of Assessment" I'd never heard the phrase before let alone considered what it might mean to me. Mulling over the phrase's ambiguous meanings gave rise to this post.

Three-Dimensional Learning

The complex and connected professional landscape that we occupy is never still. It, like us, is in a constant state of evolution: be it some new blog post to be read, some new technology to be grappled or some new take on an old idea there's always something going on somewhere. Out of this ferment of complexity, "Assessment for Life" emerges as a critical framework for sustained competence and growth. Rather than viewing Continuous Professional Development as a series of check-boxes to tick, Assessment for Life represents a fundamental shift in how we approach learning, competence, and personal evolution throughout our careers.

The Three Dimensions of Assessment for Life

1. Maintenance CPD: Staying Afloat in Changing Waters

The first dimension is the continuous professional development required to maintain baseline competence. This includes mandatory certifications, recurring training cycles, and staying current with evolving standards. Think of First Aid re-certification or Amendments to BS 7671. These aren't optional luxuries; these are the essential requirements for professional practice. This maintenance CPD operates on predictable cycles, whether annual, biennial, or triggered by regulatory change. It's the professional equivalent of treading water – essential for survival - but not necessarily propelling us forward. It's the professional equivalent of the Di Lampedusa strategy:

everything has to change in order to stay the same.

Yet, without this foundation, everything else becomes impossible.

2. Developmental CPD: Reaching Beyond Current Limits

The second dimension transcends maintenance and ventures into growth territory. This is CPD that doesn't aim to keep you in the same place – which is already challenging enough – but pushes toward something bigger, more difficult, something that expands your existing limits. Developmental CPD is uncomfortable by design. It requires stepping into domains where competence isn't guaranteed, where failure becomes a teacher rather than an enemy. This might involve pursuing advanced qualifications, taking on leadership roles outside your comfort zone, or engaging with entirely new methodologies that challenge your established ways of thinking. This dimension operates on longer cycles – often measured in months or years rather than weeks. It requires sustained commitment and tolerance for the discomfort that accompanies genuine growth.

3. The Attitudinal Foundation: Humility as the Cornerstone

The third dimension is perhaps the most crucial: the personal attitude that makes Assessment for Life possible. Without the right state of mind, both maintenance and developmental CPD become exercises in resentment rather than growth.

The Peterson Perspective: Competence, Humility, and Responsibility

Jordan Peterson is one of the foremost public intellectuals of our time, and his work provides valuable insights into this attitudinal dimension. In his exploration of personal responsibility and meaning, Peterson emphasizes that true competence requires an ongoing relationship with humility. Humility, he notes in 12 Rules for Life, is the ordered recognition of personal insufficiency and the willingness to learn. The chaotic contrast, assuming that you know everything, is static, unchanging, and an unlived life. Peterson's concept of "standing up straight with your shoulders back" isn't then about false confidence or rigid pride in existing competence. Instead, it's about maintaining dignity while remaining open to growth and correction. This paradox – confidence coupled with humility – forms the psychological foundation necessary for lifelong assessment and development. Secondly, Peterson's emphasis on "cleaning up your own room" before attempting to change the world applies directly to personal professional development. (It also applies to institutional development; but that's a different story!) Before we can meaningfully contribute to our fields, we must honestly assess our own competence, acknowledge our limitations, and commit to continuous improvement. Thirdly, and of particular relevance, is Peterson's discussion of the "competence hierarchies," which unlike power hierarchies, are both inevitable and beneficial, especially when they reward genuine skill and contribution. When there's an electrical problem, you want someone who can diagnose the problem and put it right. Good, if they can put it back the way it was. Even better if they solve the problem using better quality materials, leaving a job that is both safer and neater. However, maintaining position in such hierarchies requires continuous investment in growth and constant vigilance against complacency.

The Arrogance Trap

When professionals become overly proud of their current competence, the challenge in Assessment for Life transforms from opportunity into threat. This arrogance creates a defensive posture where new requirements are seen as impositions rather than invitations to grow. It is a road that leads ultimately to professional nihilism where everything is sh☆te. Peterson's work on the psychological importance of challenge and difficulty becomes crucial here. In 12 Rules for Life (Rule 1), Peterson emphasizes that voluntary exposure to controlled challenges builds resilience and competence. When we frame ongoing assessment as voluntary challenge rather than external imposition, we maintain agency and purpose in our development. The prideful, arrogant professional says, "I already know enough." The growth-oriented professional asks, "What don't I know that I need to learn?" This shift in questioning transforms the entire experience of professional development from burden to opportunity.

Practical Implementation

Assessment for Life requires intentional design across all three dimensions:

For Maintenance CPD: Create a routine that makes staying current as effortless as possible. Schedule recurring training well in advance. Establish routines for professional reading that integrate naturally with your existing schedules. (I would like to come back to this point at a later date to consider Paul J. Silvia's work.)

For Developmental CPD: Identify specific areas where you want to grow beyond your current competence. Set challenging but achievable goals with concrete timelines. Aim (an important term in the Petersonian lexicon) for opportunities that stretch your capabilities while providing adequate support for success. (I'm planning to write about aiming later this year.)

For Attitudinal Development: Regular self-reflection on your relationship with learning and growth. Practice intellectual humility by actively seeking feedback and correction. Cultivate curiosity about areas where your knowledge is incomplete. (I want to think further about this development using the Explore and Exploit framework).

The Compound Effect

Peterson frequently discusses the compound nature of small, consistent actions over time. If you're familiar with movement snacks from physical exercise, you'll recognize the same principle at play here). Assessment for Life exemplifies this principle perfectly. Daily reading, weekly reflection, monthly skill-building, and annual major development initiatives create a compound effect that dramatically exceeds the sum of individual efforts. Assessment for Life is then a way to do better than just doing your best. The professional who commits to Assessment for Life doesn't just maintain competence – they build an expanding foundation of knowledge, skill, and wisdom that creates increasing returns over time. (I plan on coming back to this point by considering the work of Pat Flynn.)

Conclusion

Assessment for Life represents more than professional development – it's a commitment to remaining worthy of the responsibilities we carry. It acknowledges that competence isn't a destination but a dynamic state requiring constant attention and investment. By embracing all three dimensions – maintenance, development, and attitude – we create a sustainable approach to professional growth that serves not just our own interests but also the broader communities that depend on our competence.

Perhaps most significantly, "Assessment for Life" carries within it a profound ambiguity that reveals its true power. The phrase means both assessment throughout your entire working life and assessment as the very means by which we achieve better living. Assessment for life; and assessment to live well. This linguistic duality depends entirely on where we place the stress – and it's rather fitting that "stress" is the very word we most associate with examinations and assessments. Yet this wordplay reveals something deeper: when we shift our stress from viewing assessment as burden to embracing it as opportunity, we transform not just our professional development but our entire relationship with growth and challenge. When we embrace assessment as a way of living rather than something we must do to make a living, we discover that Peterson's insight about voluntary challenge becomes lived reality. The goal isn't to reach a state where growth is no longer necessary. The goal is to become the kind of person who embraces the necessity of growth as an opportunity rather than a burden. In doing so, we transform our professional lives from mere careers into meaningful journeys of continuous becoming – assessment not just for life but for living fully.

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Sources, References, & Acknowledgements

Images

The two images are by Juliette Forga. Both feature in Peterson's book Beyond Order. I purchased these as a 'Beyond Order Digital Poster Bundle' from Teespring. Copyright remains with the owner.

Texts

Di Lampedusa, G. (....) The Leopard, Tr. ...., London, Vintage

Peterson, J.B. 

—(2019) 12 Rules for Life: An Antidote to Chaos, London, Penguin 

—(2021) Beyond Order: 12 More Rules for Life, London, Allen Lane

Videos

I thought that rather than cite page numbers in Peterson's books, it might be useful to share some YouTube videos instead.

Humility: This video is a clip from one of Dr. Peterson's public lectures. Jordan Peterson - Why Humility in Life Is So Important, Tate Unruly Unapologetic Perspectives, YouTube, https://youtu.be/ffEhXiDoSt0?si=4czLCXpO4M2XHwFc, accessed 8th June 2025.

Stand Up Straight with Your Shoulders Back: This video is a clip from Peterson's lecture series at the How to Academy. Jordan Peterson Rule 1 Stand up straight with your shoulders back, Professor Jordan Peterson Clips, YouTube, https://youtu.be/lJQ5T0qnL6w?si=KJPGMzStfhU6Gotq, accessed 8th June 2025

Facing the Poison: This video is a clip from the Daily Wire. The Power of Voluntarily (sic) Exposure, Daily Elevation, YouTube, https://youtu.be/fhLJyWVUpHM?si=7RSljDw2r63QZE2F, accessed 8th June 2025.

Competence hierarchies: This video is a clip from one of Peterson's early lectures. Jordan Peterson | Hierarchy of Competence, Self Motivation, YouTube, https://youtu.be/8twotdRzy3w?si=uYL6IA1fWC-cjGZQ, accessed 8th June 2025.

Clean your room: This video is a clip from one of Peterson's classroom lectures. Clean Your Room - Powerful Life Advice, WordToTheWise, YouTube, https://youtu.be/Vp9599kwnhM?si=7nHJJRWQckpsxr1P, accessed 8th June 2025.

Podcast

The relationship between lifting a weight at a gym for physical development and voluntarily bearing the burden of professional development is explored in the work of Pat Flynn.

Mackay, B. & K. (18 December 2024) The Art of Manliness, Podcast #1,048: 'The Swiss Army Knife of Fitness — How to Get Lean, Strong, and Flexible With Kettlebells Alone', , https://www.artofmanliness.com/health-fitness/fitness/podcast-1048-the-swiss-army-knife-of-fitness-how-to-get-lean-strong-and-flexible-with-kettlebells-alone/, accessed 6th June 2025.

I used Claude Sonnet 4.0 to structure the argument. Claude also supplied the headings and made suggestions for the type of images.

Stop Confusing Learners: The Connection between Consistent Design and Cognitive Load

    For a long time I've been frustrated at the way the IET, particularly in its On-Site Guide, sets out information. I'll give just one example. In the catchphrase of the Irish comedian Jimmy Cricket, there's more, but one will hopefully suffice. This example is taken from 'Section 10, Guidance on initial testing of installations, Insulation Resistance'. In particular, the OSG's guidance given on the Pre-test checks necessary before carrying out an IR test. This is what it looks like:

(i) Looking not at the information, but at the typographic manner that the information is presented, we can see that the text:

(a) Has a bold heading.

(b) Is formed into a list.

(c) Is numbered with a lower case Roman numeral.

(d) Is indented from the left-side margin.

(e) And is further indented and numbered with a lower case letter (a & b) for each check.

    The information is easy to identify because it stands out on the page and easy to follow because it’s split up into easily digestible chunks of instructional information.  So when an apprentice, who's trying to carry out this test with neither instruction, guidance, nor feedback, needs some assistance; this is both a useful and helpful place to look. The problem with it is that it's incomplete. There are a number of further pre-test checks that need to be done, but these are not included in this list. These are:-

• Located on the following page.
• Tucked away in the section headed "Test".
• Not written in bold.
• Not set out in a list like the previous checks.
• Not numbered.
• And not indented.

This is what it looks like.

    And as well as not standing out typographically, this information is located in a section that gives guidance on how to carry out a test on a single phase circuit. If you were testing a three-phase circuit, you probably wouldn't consider looking here. The information presented in the OSG, which an apprentice, or indeed an electrician, might need to prepare a circuit for an IR test, is fragmented and typographically inconsistent. It tacitly acknowledges the need for guidance, then seems to almost go deliberately out of its way to deliver that guidance badly. I've written elsewhere about the way technical/manual work is regarded. This lack of attention to design details hints that at some deeply hidden level of consciousness, the OSG writer thinks that the information isn't worthy of the respect it deserves.

consistency enables people to efficiently transfer knowledge to new contexts, learn new things, and focus attention on the relevant parts of a task (Lidwell)

The Principle of Consistency

      The fundamental principle of interactional design that is broken here is that of consistency. Consistency allows us to identify patterns and give them meaning, which in turn enables us to make sense of our experiences, to predict what might come next and to decide what choices to make in order to pursue our goals. William Lidwell, in his book Universal Principles of Design, explains that consistency ‘enables people to efficiently transfer knowledge to new contexts, learn new things, and focus attention on the relevant parts of a task’. More specifically, the design fault in the On-Site Guide is a lack of internal consistency, which, as Lidwell points out, undermines rather than cultivates trust. This lack of internal consistency communicates to the user that the system has not been carefully designed and is more likely to have been “cobbled together”. As a consequence, they lack faith in the book and because they're not sure they've got all the information they need, themselves.

    The value of internal consistency for the educator is that it doesn’t just group the aesthetic and the functional together in one consistent whole but makes the aesthetic a feature of the functional and helps teach through design. And that's exactly what you need when you’re looking to the OSG for guidance and support. You want to find your spot and gather your information from that spot. Instead what happens is that at worst the user misses vital information, and doesn’t carry out the test correctly, or at best, if you are fortunate enough to find both bits of information, your attention is split between the two parts. And that leads to unforced errors, circuits not tested properly, and assessments failed.

Designing to focus the learner's attention

      In vocational training, learners often need to integrate information from various sources like diagrams, text, and instructions to master practical skills. I encountered this precise problem with the specification for an electrical installation that was inherited from previous educators. Information for each of the circuit was scattered in various places throughout the document making it almost impossible for the apprentice to find all the information required because they couldn't for the life of them tell where that information might be hiding. Finding a single piece of information required the learner to read, re-read, and read again the whole spec every single time that they needed one piece of information. The learner's working memory became overloaded, trying to mentally connect the disparate information instead of focusing on understanding the skill itself. Consequently, and not unsurprisingly, information was missed, and tasks were left undone. Again, the problem lay not with the reader whose attention was split across too many points but with the design of the specification. It was like the learner had been tasked with collecting water in a sieve.

    The solution, of course, was simply to redesign the specification so that all the information for each individual circuit was consistently presented typographically and collated in one specific place. In other words, the specification was designed to focus the reader's attention rather than split their attention.

The Split-Attention Effect

      The split attention effect, identified by John Sweller within his Cognitive Load Theory, describes a situation where a learner must divide their attention between multiple sources of information that are presented separately in space or time. This separation requires learners to mentally integrate the disparate pieces of information, and this consumes valuable working memory resources. Essentially, when information is not physically or temporally integrated, learners experience an increased extraneous cognitive load. This load is unproductive for learning as it's directed towards mentally connecting the fragmented information rather than understanding the content itself. As a result, less working memory capacity is available for processing and encoding the actual material, leading to less effective learning.

Physically integrating disparate sources of information so that they no longer have to be mentally integrated reduces extraneous cognitive load and facilitates learning. (Sweller)

    The problem with the spec. for the electrical installation mentioned earlier was that information was spread across multiple pages: some of it was here, some of it was there, and other bits were somewhere else entirely. The learner had to constantly switch their attention between the multiple places and hold information in their working memory to make the required connections. This split attention hindered the learning process compared to the new scenario where the text is integrated into one place. By physically and temporally integrating this information, we reduced extraneous cognitive load to optimize learning and performance. In effect, the educator bore the complexity of the design, allowing the user to experience the simplicity of it. (I’ve written elsewhere about Tesler’s Law in education).

    The split attention effect highlights the importance of instructional design that minimizes the need for learners to mentally integrate separate but related sources of information. By being mindful of the split attention effect, instructional designers in vocational education can create more effective learning materials that reduce extraneous cognitive load and allow learners to focus on acquiring the necessary skills and knowledge.

------------------------

Sources

* Doughton, M. (Ed) (2022) On-Site Guide BS 7671:2018+A2:2022, The Institution of Engineering and Technology, London

* Lidwell, W. (2003) Universal Principles of Design: 100 Ways to Enhance Usability, Influence Perception, Increase Appeal, Make Better Design Decisions and Teach through Design, Rockport Publishers, Massachusetts

* Sweller, J. (2016, February 10). Story of a Research Program. In S. Tobias, J. D. Fletcher, & D. C. 

Berliner (Series eds.), Acquired Wisdom Series. Education Review, 23. http://dx.doi.org/10.14507/er.v23.2025

The Pedagogical Nudge: When Less Direction Creates More Learning

Picture this: An apprentice is tasked with safely isolating a three-phase circuit as part of an assessment. They've done everything correct so far but they've got themselves muddled at “Step 8: Test the Circuit”.

They've done the sequence of tests wrong a couple of times and they are perplexed. Now, they've frozen, they're staring, unseeingly and incomprehensibly into the distribution board. Embarrassed; they start to panic.

And the educator says, “You've done seven tests”.

Nothing more. No admonition. No correction. No direct instruction. You can almost see the gears turning; you can almost hear the machine cranking back into life. Within moments, they're revising their approach, catching their own error, and continuing with renewed understanding.

Despite the somewhat banality of the observer's statement, this moment represents something profound in educational practice - “the pedagogical nudge”. It's the craft of saying just enough to prompt reflection without robbing learners of their agency or the satisfaction of discovery. Far from being a casual teaching trick, or even an unprincipled cheat, the pedagogical nudge represents a sophisticated application of the principles of Assessment as Learning (AaL), one that recognizes learning as an active, constructive process.

The paradox is compelling: sometimes the most powerful teaching happens when we say the least. But understanding why this works requires us to explore some fundamental principles of how learning actually occurs.

The Zone of Proximal Development: Where Learning Lives

Lev Vygotsky's concept of the Zone of Proximal Development (ZPD) provides the theoretical foundation for understanding why pedagogical nudges can be so effective. The ZPD represents the optimum sweet spot between what a learner can do independently and what they can achieve with appropriate support. It's not just about difficulty level - it's about the quality and nature of the support provided.

A doctrinal approach to error correction often involves direct instruction that sits outside the learner's ZPD. When you immediately tell students what they've done wrong and tell them how to fix it, you’ve essentially done the cognitive work for them. This might lead to immediate compliance, but it doesn't develop the learner's capacity for self-monitoring and self-correction. Ethically, it's the very antithesis of good pedagogical practice because it cares more for the educator's own needs than the learner's.

The ZPD suggests that the most powerful learning happens when support is carefully calibrated - enough to bridge the gap between current ability and potential achievement, but not so much that it removes the learner's active engagement in the process. This is where scaffolding becomes crucial, not as a permanent support structure, but as temporary assistance that can be gradually withdrawn as the learner develops independence.

The pedagogical nudge operates precisely within this zone. It provides just enough information to activate the learner's existing knowledge and trigger reflection, without supplying the complete solution. This approach maintains what Vygotsky called the "distance" between actual and potential development - the space where learning actually occurs.

The Anatomy of a Pedagogical Nudge

Within the Assessment as Learning framework, the pedagogical nudge emerges as a sophisticated strategy that honours both the complexity of learning and the agency of the learner. Unlike simplistic correction methods that provide quick fix solutions, the pedagogical nudge creates what we might call a "productive pause" - a moment of cognitive tension that activates existing knowledge and prompts self-examination.

The most effective pedagogical nudges share several key characteristics. They often take the form of subtle statements of fact, as in our opening example: "You've done seven tests." This isn't an accusation or correction; it's simply a statement of fact, presented neutrally. The power lies not in what is said, but in what is not said - the space left for the learner to make connections and draw conclusions.

Strategic use of educator presence plays an equally important role. Sometimes the mere fact that the usually silent observer speaks at all creates the productive pause. This highlights how the pedagogical nudge operates on multiple levels - verbal, spatial, and temporal. The timing of the intervention, the positioning of the educator, and even the quality of silence that follows all contribute to its effectiveness.

The psychological mechanism underlying successful nudging involves creating just enough cognitive dissonance to prompt reflection without triggering defensive responses. When learners feel criticized or corrected, they often become focused on face-saving rather than learning. They will often seek external scapegoats rather than correct their internal chaos. The pedagogical nudge sidesteps this by maintaining the learner's sense of competence while gently highlighting inconsistencies or gaps in their reasoning.

The Science Behind the Strategy

The concept of "nudging" gained widespread recognition through Richard Thaler and Cass Sunstein's influential work on behavioral economics. In their seminal Nudge: Improving Decisions About Health, Wealth, and Happiness, they demonstrate how subtle changes to choice architecture - the context in which decisions are made - can significantly influence behaviour without restricting freedom of choice. Their classic examples, from cafeteria layouts that promote healthier eating to default organ donation policies, reveal how small environmental modifications can yield profound behavioural changes.

While Thaler and Sunstein focused primarily on policy and consumer behavior, their insights translate remarkably well to educational contexts. The pedagogical nudge operates on similar principles: it subtly alters the "choice architecture" of the learning moment without removing the learner's agency or autonomy. Just as placing fruit at eye level nudges cafeteria users toward healthier choices while still allowing them to select pizza, the pedagogical nudge presents teaching at its most subtle, guiding the learner towards reflection while preserving their ownership of the discovery process.

The effectiveness of pedagogical nudging draws from several converging areas of research, not just behavioural economics. From a cognitive science perspective, self-discovery activates different neural pathways than those activated by the reception of information. When learners identify their own errors through reflection, they engage in what researchers call "generative learning" - actively constructing understanding rather than simply storing transmitted information. This process strengthens both the specific learning and the metacognitive skills needed for future independent learning.

Recent research on pedagogical nudging in entrepreneurship education demonstrates how this approach can transform student dispositions and their perceived fit with challenging subjects. The key insight is that nudging doesn't just correct immediate errors; it shapes learners' relationships with difficulty and uncertainty, building resilience and self-efficacy.

The motivational impact cannot be understated. When learners experience the satisfaction of self-correction, they develop what psychologists call "intrinsic motivation" - the drive to engage in learning for its own sake rather than for external rewards or to avoid chastisement. This shift from external to internal locus of control is fundamental to developing lifelong learners, or in our case, good electricians with a drive towards a continuous development of their craft.

Practical Implementation: The Art of Stepping Back

Implementing pedagogical nudges effectively requires developing what might be called "pedagogical sensitivity" - the ability to read the learning moment and respond with precisely calibrated support. This involves several key considerations.

First is recognizing when to nudge versus when to be more explicit, and when to remain silent. Pedagogical nudges work best when learners have the foundational knowledge needed for self-correction but have simply lost sight of it or made a logical error. If the gap in understanding is too large, a nudge may create frustration rather than insight. The educator must continuously assess whether the learner is working within their ZPD.

Crafting effective nudge statements requires deep subject matter knowledge combined with understanding of how learners typically think about the content. The most powerful nudges often restate something the learner already knows but has temporarily forgotten or overlooked. They might highlight a contradiction, reference a key principle, or simply be a simple statement of empirical fact.

The physical and temporal positioning of nudges matters enormously. Interrupting too early prevents learners from fully developing their thinking, while waiting too long may allow confusion to compound. Many effective nudges occur just after learners have committed to a position but before they've invested too heavily in defending it.

Common pitfalls include nudging too frequently (which can create dependence). A beginner's error is being too subtle for the learner's current state, or in contrast, the obverse, letting personal investment in being "helpful" override pedagogical judgment. The most challenging aspect for many educators is learning to tolerate productive struggle - resisting the urge to rescue learners from difficulty that is actually serving their development.

The Nudge Effect: Building Confidence Through Self-Discovery

One of the most profound but often overlooked benefits of pedagogical nudging lies in its impact on learner self-efficacy - what Albert Bandura defined as an individual's belief in their capability to organize and execute the courses of action required to produce given attainments. The moment when a learner recognizes their own solution following a well-timed nudge creates what Bandura identified as the most powerful source of self-efficacy: mastery experiences.

Bandura's research revealed that self-efficacy beliefs are formed through four primary sources, with mastery experiences being the most influential. When learners successfully perform a task, especially one they initially found challenging, they develop stronger beliefs about their capabilities. The pedagogical nudge is particularly powerful in this regard because it preserves the learner's ownership of the solution. Unlike direct correction, which might be attributed to external help, the self-discovery prompted by a nudge allows learners to rightfully claim credit for their success.

This attribution pattern is crucial for developing what researchers call "academic self-efficacy" - confidence in one's ability to succeed in educational tasks. When a learner thinks, "I figured that out myself," they're not just solving an immediate problem; they're building a reservoir of confidence that they carry forward to future challenges. This confidence manifests as increased willingness to tackle difficult problems, greater persistence in the face of obstacles, and reduced anxiety around assessment situations.

The psychological mechanism underlying this confidence boost relates to what Bandura called "outcome expectancies" - beliefs about whether certain actions will lead to desired outcomes. Each successful self-correction strengthens the learner's expectation that careful reflection and analysis will yield solutions. This creates a positive feedback loop where increased confidence leads to greater engagement with challenging material, which provides more opportunities for successful problem-solving. This is an academic variation of the Matthew effect wherein success breeds success. 

Perhaps most importantly though, the pedagogical nudge builds confidence not just in subject-specific knowledge but in the learner's capacity for independent thinking and self-regulation. When students repeatedly experience the satisfaction of self-discovery, they develop what might be called "metacognitive self-efficacy" - confidence in their ability to monitor, evaluate, and direct their own learning processes. This meta-level confidence proves invaluable as learners encounter new domains and unfamiliar challenges throughout their educational journey.

Assessment Transformation: When Boundaries Blur

One of the most sophisticated aspects of pedagogical nudging lies in its ability to transform the very nature of assessment interactions in real-time. While educational theory often presents Assessment as Learning, Assessment for Learning, and Assessment of Learning as distinct categories, the pedagogical nudge reveals how these boundaries blur in practice.

Consider again a practical assessment of an apprentice's ability to safely isolate a circuit—a typically pure Assessment of Learning context designed to measure existing competence. The moment an educator deploys a pedagogical nudge, they temporarily shift the interaction into Assessment as Learning territory. The learner is no longer merely demonstrating knowledge for evaluation; they're actively constructing new understanding through the reflective process the nudge initiates.

This assessment transformation serves a dual purpose with remarkable efficiency. From an AaL perspective, the nudge can reveal a learner's true capability by removing temporary blocks, test anxiety, or momentary oversights that might otherwise obscure their actual understanding. We're assessing their best thinking rather than their performance under the necessary artificial constraints of the simulation thus leading to more valid and authentic evaluation. The pedagogical nudge, paradoxically, doesn't undermine the AoL; instead, it undoes the construct-irrelevant variance of nervousness that threatened the AoL's very validity. Reframing the assessment, for that brief moment, from AoL to AaL, creates the platform for the AoL to measure what it's actually designed to measure. (I will return to this idea of reframing at a later date with a consideration of how the work of Mikael Klintman fits in here).

Simultaneously, the same interaction provides genuine learning opportunities, building both knowledge and the confidence that comes from self-discovery - classic Assessment as Learning outcomes. The pedagogical nudge thus acts as what we might call an "assessment transformer," capable of enhancing the validity and educational value of any assessment interaction, irrespective of the assessment's original purpose.

This reveals pedagogical nudging as a meta-strategy that transcends traditional assessment categories. Whether deployed in formative classroom discussions or high-stakes summative assessments, the pedagogical nudge serves the dual function of more accurately revealing learner competence while simultaneously developing that competence. In essence, it represents assessment practice at its most sophisticated - flexible, responsive, and educationally purposeful.

Conclusion: The Courage to Step Back

The pedagogical nudge represents a fundamental shift in how we conceptualize the educator's role - from information provider to facilitator of thinking, from problem solver to problem framer. This requires considerable professional courage, as it means stepping back from the immediate personal satisfaction of providing answers in favour of the longer-term benefit of developing independent learners.

The craft lies in knowing when to speak and when to remain silent, when to guide and when to let learners find their own way. It demands that we trust both the learning process and our learners' capacity for growth. In our achievement-oriented educational culture, this kind of pedagogical restraint can feel counter-intuitive, even risky.

Yet my own experience is clear: when we create space for learners to discover, reflect, and self-correct, we're not just teaching content - we're developing the metacognitive capabilities that enable lifelong learning. The pedagogical nudge, applied skillfully within the learner's zone of proximal development, becomes a powerful tool for fostering both immediate understanding and long-term learning independence.

The next time you find yourself ready to provide a direct correction, pause and consider: what single fact or gentle observation might prompt your learner to discover the answer for themselves? In that moment of pedagogical restraint, you may find one of the most powerful teaching tools at your disposal.

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If you're interested in this subject but aren't sure where to start, I'd recommend beginning with Thaler and Sunstein's book and/or the Kahneman if for no other reason than the fact that they'll probably be in your local library or High St. bookshop. That's where I started.

Follow-up Sources

Nudge Theory Origins

Behavioral Economics

- Thaler, R.H., & Sunstein, C.R. (2008). Nudge: Improving Decisions About Health, Wealth, and Happiness. Yale University Press.

  - Original nudge theory framework

- Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.

  - Cognitive biases and decision-making processes

Nudging in Education - Specific Resources

Recent Academic Research (2024)

- Chen, L., et al. (2024). The effectiveness of nudging key learning resources to support online engagement in higher education courses. Distance Education, 45(1), 89-109.

  - Demonstrates how nudging can improve student engagement using learning analytics

- Lachenmayr, S., & Lachner, A. (2024). How do teachers in vocational and higher education nudge their students? A qualitative study. International Journal for Research in Vocational Education and Training, 11(1), 46-67.

  - Explores how teachers naturally use nudging techniques in practice

Foundational Nudging in Education Research

- Van Gorp, K., Segers, M., & Poglia, E. (2020). Nudging in education: from theory towards guidelines for successful implementation. European Journal of Psychology of Education, 36(3), 713-736.

  - Comprehensive framework for implementing nudging in educational contexts

- Damgaard, M.T., & Nielsen, H.S. (2018). Nudging in education. Economics of Education Review, 64, 313-342.

  - Systematic review showing nudging effectiveness in education, particularly for students facing behavioral barriers

Practical Applications & Case Studies

- Pugatch, T., & Schroeder, E. (2024). Study More Tomorrow: Nudging Student Study Habits. Oregon State University Economics Working Paper.

  - Recent research on using financial incentives and nudges to influence student study behavior

Educational Technology & Digital Nudging

- EdTechHub (2024).** What is 'Nudging' in Education and How Does it Contribute to Behaviour Change? Learning Brief Series.

  - Accessible overview of nudging applications in educational technology contexts

  - Available at: https://edtechhub.org/evidence/learning-brief-series/nudging-for-behaviour-change-in-education/

- The Decision Lab. Edunudging: the future of learning?

  - Blog exploring digital nudging applications in education

  - Available at: https://thedecisionlab.com/insights/education/edunudging-the-future-of-learning

Practitioner Resources

- TES Magazine (2023).** Nudge theory: how it can boost attainment.

  - Practical guide for teachers on implementing nudging strategies

  - Available at: https://www.tes.com/magazine/teaching-learning/secondary/how-nudge-theory-can-boost-attainment

Assessment as Learning - Core Resources - Zone of Proximal Development & Scaffolding

- Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

  - Essential primary source for ZPD concepts

- Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.

  - Foundational work on scaffolding concepts

- Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684.

  - Modern application of ZPD to higher education contexts

Assessment as Learning Foundations

- Earl, L.M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning (2nd ed.). Corwin Press.

  - Comprehensive guide to AaL principles and practices

- NSW Education Standards Authority. Assessment for, as and of Learning.

  - Clear governmental framework explaining the three assessment approaches

  - Available at: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.

  - Seminal work on formative assessment theory that underpins AaL

Video Resources

- Dylan Wiliam - Assessment for Learning (Various YouTube presentations)

  - Search "Dylan Wiliam formative assessment" for comprehensive video explanations

  

- Rick Stiggins - Assessment AS Learning

  - Multiple conference presentations available on YouTube explaining AaL principles

- John Hattie - Visible Learning and Assessment

  - TED talks and conference presentations on effective assessment practices

Blogs & Online Communities

- Assessment for Learning Blog (searchable online)

  - Practitioner-focused content on formative assessment strategies

- Edutopia Assessment Resources

  - Regular articles on innovative assessment practices including AaL approaches

- ASCD Assessment Resources

  - Professional development materials and articles on assessment theory and practice

Core Theoretical Foundations

- Earl, L.M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning (2nd ed.). Corwin Press.

  - Comprehensive guide to AaL principles and practices

Recent Research on Pedagogical Nudging

Direct Applications

- Lackéus, M., Lundqvist, M., & Williams Middleton, K. (2020). Transformative learning in the entrepreneurship education process: the role of pedagogical nudging and reflection. International Journal of Entrepreneurial Behavior & Research, 26(7), 1489-1515.

  - Introduces "pedagogical nudging" as a method, which can transform student dispositions and their perceived "fit" with the field of entrepreneurship

- Van Gorp, K., Segers, M., & Poglia, E. (2020). Nudging in education: from theory towards guidelines for successful implementation. European Journal of Psychology of Education, 36(3), 713-736.

  - Behavioral economics strategy that aims to influence behavior by changing the environment, valuable for educational contexts.

Cognitive Science & Psychology Foundations

Metacognition & Self-Regulated Learning

- Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.

  - Key concepts for understanding learning independence

- Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

  - Foundational work on metacognitive awareness

Motivation & Learning

- Deci, E.L., & Ryan, R.M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

  - Self-determination theory relevant to learner agency

Practical Implementation Resources

Teaching Strategies

- Fisher, D., & Frey, N. (2010). Guided Instruction: How to Develop Confident and Successful Learners. ASCD.

  - Practical approaches to scaffolding and guided learning

- Johnston, P.H. (2004). Choice Words: How Our Language Affects Children's Learning. Stenhouse Publishers.

  - The impact of educator language choices on learning

Classroom Applications

- Heritage, M. (2018). Formative Assessment in Practice: A Process of Inquiry and Action. Harvard Education Press.

  - Practical formative assessment strategies

- Nottingham, J. (2017). The Learning Challenge: How to Guide Your Students Through the Learning Pit to Achieve Deeper Learning. Corwin Press.

  - Managing productive struggle in learning

Professional Development Resources

Research-Practice Connections

- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

  - Comprehensive analysis of feedback effectiveness

- Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.

  - Classic work on formative assessment design

Current Trends

- Pellegrino, J.W. (2020). Sciences of learning and development in education. Applied Developmental Science, 24(1), 1-18.

  - Modern synthesis of learning sciences research

Online Resources & Communities

- Assessment Reform Group: Research and resources on formative assessment

- Learning Sciences Research Institute: Current research on learning and instruction  

- *mVisible Learning**: John Hattie's meta-analysis database and resources

- EdTechHub: Technology-enhanced nudging strategies in education

Recommended Journals for Ongoing Research

- Assessment in Education: Principles, Policy & Practice

- Educational Assessment, Evaluation and Accountability

- Teaching and Teacher Education

- Learning and Instruction

- Educational Psychology Review

- International Journal of Educational Research

Key Search Terms for Further Exploration

- Pedagogical nudging

- Assessment as learning

- Zone of proximal development classroom practice

- Scaffolding withdrawal strategies

- "Metacognitive prompting

- Self-regulated learning interventions

- Formative assessment dialogue

- "Productive failure pedagogy”

Growing up with Franz Kafka

Which book has the best opening lines?

When I started as an apprentice electrician, I hadn't read anything literary. The only book that I remember us reading at school was Clive King's Stig of the Dump. A year later, when we were fifteen and knew everything, we almost read John Christopher's brilliant sci-fi novel of environmental catastrophe The Death of Grass. But we stopped after a couple of chapters because the class hated it. We did West Side Story instead. I guess that might have been because it was the east-end of Glasgow, and our English English teacher thought we'd be able relate to violent gang fights. The experience made three lasting impressions: 

• firstly that I hated English teachers;
• secondly, that the idea of relevance was a repugnant one - and thirdly,
• a lifelong and totally unjustified hatred of poor old Lenny Bernstein's music.

When I started as an apprentice, the EETPU shop-steward told me that I should be reading Camus and Kafka. He wasn't the sort of person who suggested things, so at the end of my 39-hour week and with my newfound wealth of £38.17 minus travel expenses, minus the pocket money that I was told that I had to give my younger brother, minus my mum's dig money, minus money to buy tools, I managed to put a little aside to buy Albert Camus' The Outsider at the end of the first month and Franz Kafka's The Trial at the end of the next. I bought both books from that great Glaswegian institution of John Smith and Sons on St. Vincent Street. It's long gone now, of course, but it became part of my life after that first visit. And even though it's gone, it still is.

The question at the top of this post was asked by Laura Hackett in The Times newspaper's Culture newsletter. Paraphrasing Tolstoy, Ms. Hackett observes that books with great opening lines are all uniquely different. For my part the choice was straightforward.  It was either 

Camus' Outsider:

Mother died today. Or maybe yesterday. The telegram didn't say.

or,

Kafka's Trial:

Someone must have been telling lies about Josef K., for without having done anything wrong he was arrested one fine morning.

Twenty years later, when I left Glasgow City Council's employ, that same shop steward wrote The Outsider's opening lines in my going away card. The ones I've automatically signed tend to contain nothing better than façile "good luck" wishes. No-one, in my experience, really wants to tell the truth. But after all that time, he'd remembered. And it seemed like perhaps in buying those books at his "suggestion" that that had mattered something to him. I hadn't known that. The Camus book has been lost along the way, but I still have the Kafka. It's been with me my whole adult life. Strange things books.

In the end, it had to be the Kafka. Nothing was quite the same after both books. But it had to be the Kafka.

I replied to Ms. Hackett, and was chuffed to see it selected the following week:

The Unseen Hand of Complexity: How Tesler’s Law Shapes Effective Assessment Design

It all started with a question. Maybe it was meant to be an insult:

"Are you sure you aren’t making this more complex for yourself than you need to?"

I wasn't sure how to answer. Today, I would reply emphatically, 

“Yes! That’s exactly what I’m doing!”

Tesler's Law

    Last week, I discovered Tesler’s Law. From that moment, all the problems that I’d been facing on an assessment design project simply melted into thin air. In this post, I want to elaborate how Tesler’s Law of Conserved Complexity might apply to assessment design in education. Although I work in vocational education, the information will, I hope, be useful to anyone involved in assessment design.

    The pursuit of effective assessment is a constant evolution. It’s no wonder the word assessment begins with the small letter ‘a’! Bad Lacanian jokes aside, every educator, every where, strives to create assessment methods that accurately gauges student understanding, provides meaningful feedback, and ultimately drives learning forward. But all too often, we find ourselves wrestling with overly convoluted marking schemes, overly simplistic scoring systems, and labyrinthine processes that lead nowhere. Could there really be a guiding principle lurking beneath these design challenges? I didn’t think so. And then, out of the blue, there it was, right in front of me; 

Tesler’s Law states:

"Every application has an inherent amount of complexity that cannot be eliminated or hidden."

Whilst originally conceived in the field of computer-human interaction, Tesler’s Law, also known as the Law of Conservation of Complexity, offers a surprisingly insightful and practical lens through which to analyse assessment design.

Come and see the complexity inherent in the system

    The complexity is always there. You can’t wish it or design it away. Instead, it must be dealt with in one of two ways: either by the application itself or by the user. As educators, our "application" is the assessment itself whether it be the test paper, or the practical task to be completed competently. The fact is that Tesler’s Law applies to any method we use to evaluate what students have learned or are supposed to have learned. The "user" is both the student completing the assessment, and the assessor tasked with evaluating it. That latter point, I think, was the most striking revelation of last week’s “discovery”. I had designed a process that looked incredibly simple. But all I’d done was effectively shift the complexity onto the poor bloody infantry of assessors. It really seemed like a binary choice: simplicity or complexity. Once I started to think about the problem in terms of Tesler’s Law, I was able to shift the complexity elsewhere.

The Trap of Overly Simplistic Assessments: Student Burden v. Limited Obvious Insight for Educators

    One might initially think that the ideal assessment is the simplest one possible. A quick multiple-choice quiz, for instance, seems straightforward. However, Tesler’s Law suggests that by pushing all the complexity onto the student, we might well be missing crucial insights. A multiple-choice question requires the student to:-

• navigate potentially nuanced options;
• discern subtle differences;
• guess strategically, or
• all of the above.

    The complexity of understanding the underlying concept and applying it correctly is entirely on their shoulders. And whilst multiple-choice assessments are quick and easy to mark and score, such assessments can often provide a superficial understanding of student learning. We know what they got right or wrong, but not necessarily why. They might have guessed right, or they might have guessed wrong. They might even have guessed their way to a pass. Under the circumstances of these known unknowns, the complexity of diagnosing misconceptions and providing targeted feedback is significantly increased for the educator.

The Power of Well-Designed Complexity:

    Conversely, consider an assessment with a detailed rubric. Here, the educator takes on more of the complexity in the design phase.

Educator Investment: Crafting a clear rubric with specific criteria, levels of achievement, and guiding questions requires significant upfront effort. This is the educator absorbing the inherent complexity.

Reduced Student Ambiguity: A well-defined rubric clarifies expectations, reduces ambiguity, and guides students in demonstrating their understanding in a structured way. The cognitive load for the student shifts from deciphering the assessment's hidden requirements to focusing on what's required of them.

Richer Data for Educators: The detailed rubric allows for a more nuanced evaluation of student work, providing richer data on their strengths and areas for growth. The complexity of analysis is managed by the structured framework.

Finding the Balance:

    The key takeaway from applying Tesler’s Law to assessment design isn’t about making everything complex or overly simplistic. It’s about consciously deciding where to put the inherent complexity. Effective assessment design strategically distributes this complexity to maximize learning and provide meaningful insights. We should always know where the complexity lies.

Here are some practical lessons that I’ve learned from my current design project:

Clarity is Key: I’ve invested a lot of time on this over the last few weeks. Crafting clear and concise instructions, rubrics, and expectations shifts the complexity away from the student. Instead of the student trying to decipher the task, the educator should provide clear, upfront, and standardized guidance. Think inductions and briefings.

Structure for Success: Provide scaffolding and frameworks for complex tasks. Breaking down large tasks into smaller, manageable steps reduces the cognitive load on students. But this doesn’t just apply to the student, it also applies to the assessment process, such as in the way that the assessment items are written in the first place.

Targeted Feedback Mechanisms: Design assessments that allow for specific and actionable feedback. This helps educators address the underlying complexities of student understanding. It’s worth considering ways that can automate a certain amount of the feedback to allow educators to provide more detailed and/or nuanced context.

Consider the Learning Objectives: The complexity of the assessment should align with the complexity of the learning objectives. High-order thinking skills often require more complex assessment methods. Ensuring that the syllabus aligns with the assessment is a jolly good place to start.

Iterative Design: Don’t expect perfection. Assessment design is rarely perfect on the first try. Be willing to iterate and refine your methods based on student performance and your own reflections. It might mean a period of double-marking. But taking that weight of responsibility removes complex problems later. This also acknowledges and addresses the inherent complexity of measuring learning. Students are endlessly inventive in the ways they get things wrong. The assessment structure and processes have no option but to be dynamic.

Beyond Ease of Grading:

    Ultimately, Tesler’s Law reminds us that striving for the easiest assessment to grade might inadvertently place a greater burden on our students and limit the depth of our understanding of their learning. By consciously embracing and strategically managing the inherent complexity of assessment design, we can ensure fairer, more informative, and ultimately more effective methods for evaluating and fostering student growth. Let’s move beyond the illusion of simplicity and embrace the inherent complexity.