OK, I’m overstating it a little for effect. But I just read Dave’s post, and I have to take issue with this:
Assessing what someone ‘knows’ is an act of enforcement of a given point of view, not a(n apolotical) helpful guideline to learning
Education is a means of cultural transmission. And I think it can take many forms, everything from MOOCs to skill drills.
But there’s this weird resonance in that quote that somehow a cMOOC
a) Is apolitical, and
b) Lacks enforcement of norms
and that seems wrong to me. Part of the reason people get involved with MOOCs and online communities of inquiry is, in fact, to learn from people what it is they “need to know”. They want to be acculturated! Noobs, famously, don’t know what they need to know, and are promptly corrected by the community. And that correction is provided in the context of an internal power structure that the online community develops.
So you have hierarchical assessment, even in a MOOC. You don’t design it, you don’t map it out, you don’t credential it. But you might as well admit that in a Connectivism MOOC a comment by George on how he thinks you are getting Connectivism wrong is, at least from a functional perspective
b) formative assessment
And together the reactions to your contributions form the MOOC’s assessment. Why run from that?