According to Moss (2012, p. 235), “assessment is a process of collecting and interpreting evidence of student progress to inform reasoned judgments about what a student or group of students knows relative to the identified learning goals” and the process by which the assessment is carried out solely depends on the purpose of the assessment. In order to carry out a quality assessment, Clarke (2014) states that five key points must be considered when constructing an assessment and include clear purpose, clear targets, sound design, effective communication and students involvement. When planning an assessment the first key point, clear purpose, is of significant importance as understanding the types of assessment processes and the results they …show more content…
Dunn & Mulvenon (2009, p. 3) describe it as an assessment designed to “determine a students’ academic development after a set unit of material” while Moss (2012, p. 235) defines it as determining “the student’s overall achievement in a specific area of learning at a particular time”. Regardless of how summative assessment is defined, it is considered to be generally evaluative as results may be recorded as scores or grades. Summative assessment occurs in many forms but the current Junior Certificate falls into that of standardised testing. In research carried out by Shiel,Kellaghan and Moran (2010) for the National Council for Curriculum and Assessment (NCCA), they suggested placing standardised testing into three different contexts. Firstly classroom use, where the individual achienvements of the students were of main concern. Secondly, national use, such as the Junior Certificate and Leaving Certificate, where students achievements are used to acquire information about the education system and thirdly, international use, acquiring information that allows the comparision of students achievements in a number of different …show more content…
(2010) states that while there are some positive attributes to standardised testing such as improving test scores, encouraging higher-level thinking and providing feedback to students, there are also a number of negative effects. These negative effects involve narrowing of the curriculum so that the focus is mainly on test content causing teachers assessments to become more summative rather than formative, incresed stress and anxiety on students and incresed dropout rates amoung lower achieving students.
While this form of ‘achievement’ test can have very negative effects on students in lower secondary education, Moss (2012) suggests that older students in secondary education respond positively to summative assessments as they are able to learn during the assessment process and they also find the work motivating. It appears that the main issue with standarised testing lies within lower secondary education and the impact it has on students not just within the classroom and nationally but also
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
Sean Budomo Mrs. Shippen Language Arts The current education system in the United States has many problems and is extremely flawed. The education system 's faults include the lack of quality teachers in many schools that do not care and do not get paid back the amount of effort they put in, government support in the wrong areas, uses of standardized testing, and the lack of parent involvement which creates negative student behaviors and attitudes in a child 's school life are some problems of US education. Common core is a problem, it has created a national defective standard curriculum and only slightly raised the rank of the United States in education compared to other countries, but still could not fix other problems from the
Queensland Curriculum & Assessment Authority (2015) define assessment as a measure of student achievement to determine future learning goals. ACARA (2015g) requires an assessment to be aligned with the Australian Curriculum with balanced results made on performance demonstrated from pre-determined criteria. These guidelines warrant that grades across the nation are consistent. With this in mind, students have the right to non-subjective, consistent and authentic assessment, which accurately reflects their achievement against set standards. Subjective assessment is based on the teacher’s opinion, rather than evidence (Callcott et al., 2015).
Due to the standardized testing obsession, both students and teachers suffer. The modern classroom has been transformed from core classes and electives to a test preparation factory. Never has a test been so important, students are taught that their score is their worth. If a student does not meet benchmark
Some of a student’s most horrid days of school are the standardized testing days. Standardized tests have been around for a long time, but recently the tests are have become much longer in length. These tests don’t directly influence the student’s placement, so what is the point of these tests. Although the tests can help teachers when they are trying to find a student’s academic level, schools should not be required to make students take these tests. The testing takes up time students could be learning more, and the students don’t enjoy taking these tests, and it turns them off of school.
Standardized tests are meant to be fair because they are the same, but in truth, they measure if that particular person can answer those particular questions when in reality we should be embracing diversity and differences. This evidence shows that not every student is the same, and testing can be a very difficult and stressful time when we all learn
There are two forms of assessment; formative and summative. Formative assessment is done continuously throughout
Standardized testing only gives as tiny glimpse of what a student can do. These test scores should never, ever paint a complete picture of a student’s ability. Even higher-level students do not always do well on standardized tests. Test anxiety can give a false representation of a student who is at the top of the academic ability ladder. Teaching test taking strategies and practicing them in the setting where the standardized test will be administrated, can be very beneficial.
Standardized testing refers to the administration and scoring (marking) of both theoretical and practical tests based on pre-determined standards or pre-established and reliable protocols. The scholarly body subdivides standard testing techniques into two similar, but distinct modules: criterion-referenced and the norm-referenced tests. The former module compares the student’s test scores to a pre-determined and pre-established criterion, for example, the school curriculum. The latter module compares the student’s test scores to the normative sample, for example, a representative sample (Secolsky, 2012). This paper seeks to evaluate the strengths and weaknesses of standardized testing.
Unfortunately, findings from classroom assessment research has revealed a gap between the recommended and the actual assessment practices regardless of teachers’ gender and teaching experience (Alsarimi, 2000). Brookhart (2001) stated that “grading theory and practices will be better connected once the role of classroom assessment and grading practices in student achievement motivation and, it seems reasonable to argue that to be able to understand and make sense out of the gap between assessment experts’ recommendations and teachers’ assessment practices, it is important to find out the possible effects of these practices on students’ achievement goals as one aspect of student motivation for learning. Improved tests can still be improved further
I picked my MTTC test results for the Elementary Education test. These test results illustrate my ability to meet this standard because I am able to demonstrate my knowledge on these subjects. I was able to pass a test that covered Social Studies, Mathematics, Science, Health Education and Physical Education, Visual and Performing Arts, and English Language Arts and World languages. This test covered multiple domains that I had to understand the central concepts in each domain in order to pass each section. I had to demonstrate my knowledge through a formal process of the method of a summative based assessment.
Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued." (E.S. Grassian) A research was conducted by the observer in his/her placement school to identify the link between assessment and learning and why do we assess pupils? After reviewing the school’s Assessment Policy and through observations conducted on a low ability year 5 Numeracy lessons, the observer was able to distinguish the link between two kinds of assessments with regard to learning: 1. Summative
I stand firm in believing that all students need to have some type of summative assessment within the classroom, however many high-stakes test on the national level do not address the individual differences in students. I believe that all students are different, and should be given equal opportunity to learn and execute the information they have learned. It becomes the role of the teacher to understand the strengths and weakness of each individual student. They are then able to shape lesson objectives and learning goals to meet the student’s needs. Through this process the assessments for the students become more based upon the assigned learning goals and needs of the
This test is a summative assessment to be administered as an end of topic test in a mainstream year nine mathematics classroom. Propose of this assessment is to ascertain whether students have understood the key concepts of measurement in year 9, thus complying with the curriculum guidelines listed below (Brady & Kennedy, 2011). However, this test is not limited to a year nine class, it can be used for as a summative assessment for an accelerated year eight class or as a diagnostic assessment for a year ten class. Learning requires bridging expected and actual levels of achievement and dialogue (Boud, 2015).
In this assignment I will be discussing the methods of assessment. There will be analysis of what methods teachers have and how the types of methods impact and support the learners in their education and learning experience. According to Gardner (2012) the most vital aspect within education is assessment. There are four key areas of assessment. These areas contrast and are intended to assess a learner’s knowledge and understanding.