Rationalising Assessment

The Verdict is in on Assessment; and most educators believe that the best way to assess students progress is through a paper and pencil test. Most of the decisions made by our educational technocrats are based on paper and pencil test. Standard setting, students at risk of school failure, strugglers, jugglers most of the errs are based on an examination. It leaves me reflecting, what is the purpose of assessment in the teaching/learning environment?

According to the Wikipedia Encyclopedia, assessment involves the process of documenting, usually in measurable terms knowledge, attitudes, skills and beliefs. The book “Classroom Assessment- Concept and Application”, views assessment as the process of collecting, synthesizing and interpreting information to aid in decision making. Another definition of the term assessment is reiterated in the report given by N S W on Government schools which states that assessment involves the process of identifying, gathering and interpreting information about students’ learning.

Now that we are clear on what is assessment let us look at why we should assess?

Kathleen Cotton, (2000), believes that assessment is an imperative that informs decision making. Administrators, educators, parents, students, businessmen as well as the ordinary folks are called upon every day to anticipate in as well as make decisions. The choices made by an individual or a group will impinge upon the long term or short term goals of an organization or structure. As the authors of the book, “Classroom Assessment-Concept and Application states assessment is a necessary part of life. If this statement is true then why do we assess?

To respond to the renowned question-Why assess; the responses are many and vary according to need(s). Assessment encompasses six (6) basic purposes. These functions include the establishment of classroom equilibrium; the planning and conducting of instructions, placement of pupils, provision of feedback and incentives, diagnosis of pupils’ problems and disabilities and making judgments and grading academic learning and progress of individuals.


Establishing and maintaining equilibrium in a class is important. The classroom is viewed as that complex social setting in which people interact with one another in a multitude of ways. Assessment practices ensure that classrooms become positive, safe, social and learning environments where the productivity levels of students, involvement of parents as well as the effectiveness of educators are at an all time high thus fostering an ambience of order, discipline and cooperation. As the intricacies of assessment is noted by the Wikipedia Encyclopedia; one highlight of this article is the needed orderliness that assessment strategies create within the perimeter of classrooms to ensure that the teaching and learning strategies utilized are successful thus acquiring the target behaviours desired. As classroom equality and equity is promoted, acquired and preserved via assessment a milieu of order and stability is guaranteed. The processes of assessment ensure that all classrooms, display, promote, create and maintain a viable, social as well as learning atmosphere where the virtues of equity, equality and quality subsist harmoniously at all time.

Assessment information is utilized to organize pupils into a functioning classroom society that plan, carry out instructions and act as a determinant of students’ learning. Assessment involves much more than the administration of paper and pencil tests to individuals. Planning and instructing are essential school and classroom activities that are informed by this process. The Holy Bible signals that a nation without a vision will perish. Therefore the proceeds of assessment aid administrators, staff, children, parents and other stakeholders in the project of visioning, establishment of a mission, setting of goals and objectives. These are utilized in the planning stages of an organization; as well as design and develop programmes that cater for the needs of their clientele and by extension the wider society.

As students are diagnosed and disabilities known, the process of assessment is essential in keeping records, placing students and ensuring that they get the best possible support system to aid them in their learning environment. The importance of assessment in these situations and in every other circumstance plays a crucial role in the lives of the neuro-a-typical (students at risk of educational failure) child, Trinidad and Tobago Reading Association Conference, 2007. The assessment data retrieved can be utilized in identification and understanding of learners’ problems and the development of remedial packages to deal and assist with the challenges they face in their learning and teaching environment. The process of assessment makes it easier for educators to spot students with learning, emotional or social challenges in the classroom. Assessment procedures, strategies and types ensure that this process is easy, reliable, valid, usable and authentic. Once proper identification of students’ issues are observed, one can carry out remedial and improvement programmes, make referrals as well as valid and useful recommendations. This activity also caters for specialized diagnosis and remediation outside of the classroom atmosphere. Students who display disabilities, deficiencies or gifts are observed and dealt with expediently once apt assessment policies are formulated and utilized by all involved in the marketing of quality education.

The task of judging, scoring and making final judgement about students’ learning at the end of the instructions are unproblematic and more reliable with the introduction of assessment. As evaluation is introduced a new twist is brought to the ambience of teaching as well as learning. Students have a purpose for learning and teacher reiterate and reflect on their rationale for teaching. Creative strategies to monitor students’ progress are employed to facilitate the process of assigning grades and scores which are final. Assessment ensures that feedback is given and utilized in the process of monitoring and improving students’ performance through introspection and the development and commencement of metacognitive strategies.

As budding reading specialist we need to understand that we do not only assess students but self reflection is also a key component in improving students and teachers overall performance.

The Reading Specialist a Transformational Leader in the Reading Classroom (An interview with a budding specialist)

You must be the change you wish to see in the world, Mahatma Gandhi. There is a new euphoria that has embraced the reading ambience worldwide. There is a new kid on the block in today's reading classroom. The kid is slick, flexible, diplomatic, knowledgeable; and given the mandate to improve the reading classrooms. That kid is called a reading specialist geared towards the ideologies of improved students' learning and teacher efficacy in a bid to make schools more effective, dynamic and purposeful.

In this blog one will explore the dynamics of reading specialists; who they are; what are their roles and responsibilities; what qualifications they need; and the characteristics that are vital to their efficiency in the classroom.

Who or what is a reading specialist?

The International Reading Association deems reading specialist as an individual or individuals who work closely with children to help them achieve reading skills that match their current grade level. They are also nicked named reading teachers or coaches.
These individuals strive to increase the reading capabilities of all students through school wide reading programmes, literacy materials and resources and on-going collaboration with classroom teachers, parents and administrators.

What is the job description of a reading specialist?

A reading specialist is required to:
1. Use a diversity of strategies to deliver instructions, individualized lessons, and support children who need to know how to read and comprehend meaning from printed words and other materials.

2. Conduct assessments to determine student reading level, need, interest, ability, preference or style as well as their instructional level.

3.Create and institutionalize effective, individualized reading plans to match students' ability, diversity, learning style, needs and preferences.

4. Guide children through reading and writing activities that help them overcome their specific literacy struggles.

5.Consult with parents and teachers to recommend at home strategies that facilitate and foster reading skills and improvement

6. Work with school librarians to include materials on literacy education.

7. Co-ordinate school wide reading intervention programmes and literacy that work.

8. Have a significant amount of knowledge about technology and how it can be integrated within the learning/ teaching milieu.

What should reading specialist know?

He or she must be knowledgeable about:
1. The components of reading and literacy curricula and programme.

2. Techniques for teaching reading and literacy in the classroom.

3. How to assess students' reading/literacy progress.

4. Research and evaluate reading and literacy data.

5. Identify trends and issues in reading research

How does one qualify to be a reading specialist?

One must be well qualified academically. He or she must be the holder of a first or second degree in reading/literacy from a well accredited educational institution. He or she must also illustrate a key interest in the area of reading/literacy; as well as possess a great amount of experience in the classroom dealing with students with literacy challenges.

Bearing all this in mind, what qualities must the reading specialist as a transformational leader possess?

He or she should:

be dynamic, flexible, committed, diverse

knowledgeable about literacy and techniques that will improve literacy.

have great interpersonal skills

cooperative

loving

humble

motivational and inspirational

spiritually sound

observant

Network and share best practices

seek continuous development and training

be a part of a professional reading organization and attending regular conferences.

must be a leader.

confidentiality is another significant quality of a reading specialist with a quest to improve students, teachers, schools and communities.