As a middle school math teacher, I actually did attempt to assess learning momentum. Great term, by the way! After my students left me, I’d check in with their math teachers in later grades—and my students were notorious for being curious and engaging in inquiry. In particular, my students hated settling for surface knowledge and were constantly drilling down to deeper understanding.
In 2001–04, when I deliberately took a position at a private school where I could teach cohorts of students for three years, the learning momentum was even more pronounced. Teachers came to me to complain that my students were asking too many questions in their other, non-math classes. I had taken the job at this school precisely because I wanted to see if I was creating real learning momentum or if students were simply working a little harder in my class because they liked the environment.
I completely agree with both you and Will that “learneracy” and “learning momentum” should be the goal, not content knowledge or static skills—and schools should be trying to assess “learneracy” and “learning momentum” if that’s what we truly value.
