As a lifelong learner and educator, I've come to understand learning as fluid and abstract, unfolding more as a process than a straightforward journey from point A to point B. For this reason alone, rethinking the means by which we assess and measure learning is a paramount discussion for today’s educators and education leaders.

Not too long ago, I observed my daughter learning to ride a bike. Her process perfectly illustrates how learning oscillates and spirals rather than follows a straight line. If, for example, a child begins with a balance bike, as my daughter did, they may initially approach it with hesitation, negotiating balance, the bike’s weight, and the necessary coordination. Encountering challenges like the fear of falling might lead to periods where the bike is set aside (or thrown into a ditch, in my daughter’s case), sometimes for days, weeks, or even months. Motivation to try again might stem from various incentives—perhaps the promise of ice cream or observing other children ride around the neighborhood—but often, the breakthrough happens without any extrinsic reward. It's the result of the brain and muscles finally syncing up.

However, mastering the bike doesn't end with that first successful ride; true proficiency requires ongoing practice. Over time, as a learner persists, they not only refine their basic skills but also start experimenting with more complex maneuvers, seamlessly integrating new techniques. This evolution continues, with each new skill building on the last, demonstrating that learning is an ever-evolving cycle, not a finite endpoint.

The distinction between acquiring a skill, such as riding a bike, and the learning journey that leads to such a moment is pivotal. Learning is an evolving, abstract process, whereas skill acquisition involves a tangible outcome: either you can ride the bike, or you can't.

So, what then is education's goal? Is it merely the acquisition of outcomes? Or is it about becoming more conscious of our personal learning journeys and building mental and emotional resilience? Or a combination of both?

Given my experiences teaching diverse learners, I can confidently say that learning doesn't unfold in a one-size-fits-all manner. Learning doesn't progress linearly but evolves through cycles, spirals, or starbursts, but certainly not straight lines. This fact prompts the question: What does learning truly look like? Can it be neatly categorized or quantified? Does learning elude simple definition, unfolding instead as a deeply personal journey best articulated by the learners themselves?

Consider again the example of learning to ride a bike—a journey unique to each child, marked by a blend of anticipation, challenges, and triumphs. This experience is a testament to learning’s complexity, extending far beyond what can be captured in any any standardized assessment. Neuroscience supports this view, illustrating how our brains create new neural pathways through repetition and practice, a process not immediately visible or assessable through traditional measurement.

Yet, our educational systems often hinge on the finality of mastery, neglecting the intricate and varied experiences leading to that moment of skill acquisition. This oversight glosses over the “magical moments” of learning, those rich with discovery and insight long before mastery is achieved.

Acknowledging every learner’s unique journey can also be challenging within the confines of a system that prioritizes scores and linear measurements. While it's impractical to measure every aspect of a student's learning process, recognizing the breadth of their learning experiences is vital. Therefore, it seems we need to move beyond the current focus on skill acquisition, appreciating the messiness inherent to learning.

The moments of understanding when a concept “clicks” often provide an intrinsic satisfaction that exceeds any extrinsic reward or validation. This “internal reward system,” fueled by personal achievement and the joy of learning, sometimes gets overshadowed by the overemphasis on summative assessment.

In navigating the current educational landscape, educators are often constrained by systemic pressures that prioritize grades over growth. Yet, the influence we wield in shaping our students’ perspectives on learning and self-worth can be extremely profound. By simply shifting our focus from summative endpoints to ongoing reflection on the process, we can alleviate the stress associated with high-stakes evaluations, reminding students of the joy found in learning.

Integrating narrative assessments, learning portfolios, student reflections, conferences, and formative check-ins offer practical avenues for celebrating learning beyond traditional, summative assessments. These methods not only honor the individuality of each student's educational journey but also underscore learning as a continuum, filled with exploration and growth.

As we guide our students, our encouragement can illuminate the full spectrum of their learning experiences, celebrating not just their achievements but the process itself. As educators we can acknowledge that learning is found in a rich set of unique experiences, far exceeding the confines of any single test or exam. Learning is a journey of exploration, experimentation, and growth—one that begins long before and extends far beyond any moment of quantifiable success.

Lisa Wennerth teaches English Language Arts at Windsor High School in Northern Colorado. She also facilitates an online course for educators on connecting students to poetry through podcasts. When she is not teaching, she spends time running, biking, and hiking in the Rocky Mountains with her daughter, husband, and Great Pyrenees.