A Diagnostic Assessment Model
A degree of …
recallable awareness of …
why and when …
a “what” is “how”
Translation: the recognition of something in particular, and what it means, in a
given context, along with how that meaning is generated.
• Anything we “know” includes our familiarity with a context, an identity, and an
effectiveness, of a given idea.
• Before we know something, we are not aware of one or more of those three
How do we determine that we are “learning”?
It might seem difficult to distinguish learning (the experience) from the many other
phenomena that involve it – including thinking, communicating, or other efforts that create
a difference between previous awareness and subsequent awareness.
We casually say that the effect of any of those efforts, however specifically different they
feel from each other as events, is that we “learned” something.
The general experience is always the same: “acquiring knowledge”. The “acquisition” must
in some way be demonstrable as “completed” before we say that we have learned.
But what we expect, from review of past experience, is that the final actual “acquired” may
not match the initial potential “acquirable”, and that the beginning to end progression of
efforts in acquisition is elastic: each different phase of progress can occur at a pace
different from each other as well as differently from any current effort to the next.
Despite that variability we can see a basic, distinctive and recurring pattern of the overall
progression has ; and at how influences on the progression can cause its variability,
originating outside of or inside of the pattern itself.