Assessment of Learning Process: Facilitating progress when tool-use understanding oscillates, frustration blocks learning and transitions betweeen phases take longer time

E-Poster, 2 minute presentation Abstract: Introduction: The tool Assessment of Learning Process (ALP) is to a high extent based on findings from the research project Driving to Learn (1993-2007), and collaboration with Durkin (2009-2016) and Kenyon (2020 -). The eight-phase ALP-Instrument is used to assess tool-use understanding across the full lifespan. Participants and Methods: Classic grounded theory with concomitant data collection and analysis. Theoretical sampling engaged a total of 126 participants in Driving to Learn (infants, children and adults). Data sources: direct observation, videorecording, informal interviews with parents, assistants and staff. Analysis identified occurrence of oscillation in tool-use understanding across the eight-phase process, feelings of frustration at failure and two difficult transitions (Nilsson 2007, pp 73-75). Strategies to overcome these aspects are based on merging own and others’ experiences and comparing with literature. Results: Extended implementation of the ALP-instrument in different contexts has continuously caused questions and reasoning around the identified aspects. Oscillation is related to attention-regulation, actual abilities, tool-use understanding and demands of the situation. Frustration is related to having the idea of what can be done with the tool but failing to find the working pattern for reaching a goal. The two difficult transitions are related to the complexity in (1) becoming in control of causing a basic effect and (2) becoming in control of competent use of the tool. Conclusion: Assessment and facilitation of learning is enhanced by understanding of why oscillations occur, how to release frustration, to break codes for mastery control, and to endure long periods in difficult transitions. Description: Assessment and facilitation of learning tool-use is enhanced by understanding of the learning process. Facilitating strategies involve reflections on why oscillations in tool-use understanding occur; finding ways to release frustration in the tool-use situation; breaking codes for what is considered success or mastery control; and enduring longer periods of stagnation in difficult transitions between stages and phases in the learning process.