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.
Nicole,
ReplyDeleteAs usual your posts require critical reading and assessment. You always manage to guide my train of thought to my classroom practices and yes I do self reflect. I have always held the belief that my students' output is the result of my input. I know that there are many factors beyond my control that affect the learning outcomes of students but that is never a deterrent to prevent me from doing my best at all times. It is my responsibility to assess my students based on their individual differences as standardized tests do not. Assessment is much more than the end of term test or the SEA race to the finish line, I agree. Assessment must guide instruction. Do you think that's what happens in the classrooms? I am going to be optimistic and hope for the best.
Lisha to be quite honest it is sad but true, I know that this does not happen in the classrooms. Most educators test children not really assess (authentic assessment needed) them to place, rank and grade them; teachers do not analyse their test the language utilised, the items set, just to mention a few. Most teachers set a test without the consultancy of a Table of Specification; as if this is not bad enough they test what they did not teach to see how many of the students will fail the test.
ReplyDeleteSome educators are of the purview the more students that did not get total in the test set, the greater its validity and reliability; not even realising that poor performance reflect on us the educators.
When we give students test we don't pay attention to the administration of the test, the environment in which it is administered, the instructions given, the phobia the child or children might be in when they sit the test.
How many educators analyse there test and its results, and say, this was a terrible test; or I need to re-teach because three-quarter of my learners did not achieve my objectives? How many of us give a test with low expectations of students success rate? However, we need to also get away from the perspective of test being the only assessment tool that can tell you about your students as well as your performance. It might sound jokey but every paper and pencil test that is given nationally has me in stitches. I sit, ponder and wonder, how come one exam is able to tell us how well our students are performing, set standards, rank and place schools? This a jokey education system; and I am wondering if we really want to raise the bar on students' performance and teachers' efficacy? Our educational technocrats clobbered for the use of continuous assessment in our schools but I do not see this ideology playing a key part in assigning students to secondary schools as it was suppose to; nor do I see it playing a critical role in informed decision making (e.g. policies, implementation of programmes). So sometimes, I just wonder about the real purpose of assessment in our schools, nationally and regionally. Who does assessment benefit most? Does it assist student and teacher improvement; or is it an opportunity to play the blame game, breathe down the necks of administrators and teachers and demotivate the stakeholders of education.