Abstract
The fundamental purpose of education for the 21st century, it is argued, is not so much the transmission of particular bodies of knowledge, skill and understanding as facilitating the development of the capacity and the confidence to engage in lifelong learning. Central to this enterprise is the development of positive learning dispositions, such as resilience, playfulness and reciprocity. For a variety of reasons, it is necessary to devise methods for tracking and assessing the growth of these dispositions. There are a number of existing methods that might be used, including dynamic assessment, customised challenges, 'learning stories', self-report questionnaires and learning logs, which we evaluate against the criteria of practicability, validity, flexibility and reliability and formative value. We conclude that no single method is adequate on its own and that what is necessary is the development of instruments and approaches that integrate these different assessment methods. We offer a 'learning disposition grid' and a 'learning disposition portfolio' as tools to begin this integrative inquiry.
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