Assessment theories and practices in education

Education

Assessment Theories and Practices

Assessment theory and practices are communicated in many ways using a number of different terms whose concepts over the years have been defined more or less differently. This has been partly caused by the shifts in the models in educational philosophy. This lack of agreement on an exact meaning has cause a lot of confusion in the thinking and information surrounding the two main terms of assessment and evaluation. The two terms have been used more or less interchangeably even though there is a difference in the meanings of the two concepts that should be noticed, at least by professional educators and by school authorities and politicians (Lysne, 2006).

The term evaluation involves some degree of judgment regarding goodness, worth and values. It is more sensitive to cultural values and general purposes of education as stated in most of the national school legislations. "The assessment concept, on the other hand, has been more influenced by the Stimulus Response (SR)-paradigm, and in theory and practice tends to lean more on testing procedures, in order to secure the most objective measuring of student outcomes, preferably expressed in standards of excellence"(Lysne, 2006).

Assessment methods often refer to various strategies and techniques that teachers might use to acquire assessment information. These strategies and techniques include, but are not limited to, observations, text- and curriculum-embedded questions and tests, paper-and-pencil tests, oral questioning, benchmarks or reference sets, interviews, peer -- and self-assessments, standardized criterion- referenced and norm referenced tests, performance assessments, writing samples, exhibitions, portfolio assessment, and project and product assessments (Principles for Fair Student Assessment Practices for Education in Canada, n.d.).

The assessment concept is mostly used in connection with testing and the judging of the potential of individual's intellectual recourses, attainments and performances. Assessment is often defined as the process of collecting data for the purpose of making decisions about students. The concept of evaluation is used in a much broader way and with a more general meaning. In the area of education it includes all aspects of means and methods in the education of new generations including all types of school settings, general and vocational, along with adult education (Lysne, 2006).

Not to long ago there was a movement to change student achievement, because today's students face a world that will demand new knowledge and abilities. It was believed that the global economy of the 21st century would require students to understand the basics, but also to think critically, to analyze, and to make inferences. In order to help students develop these skills changes in assessments at the school and classroom level, as well as new approaches to large-scale, high-stakes assessment were implemented. Changes in the skills and knowledge were needed for success. A change was needed in the overall understanding of how students learn, and in the relationship between assessment and instruction. These changes lead to improved learning goals for students and schools. Assessment strategies were changed in order to tie assessment design and content to the new outcomes and purposes that were set forth (Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform, 1995).

Many educators and policymakers often believe that what gets assessed is what gets taught and that the set-up of the assessment influences the format of instruction. Contrary to popular belief of how students learn, many assessments, particularly traditional multiple-choice and true-false assessments, test facts and skills in isolation, seldom requiring students to apply what they know and can do as they would in real-life situations. Standardized tests do not do well in measuring the emerging content standards, and over use of this type of assessment often leads to instruction that stresses only basic knowledge and skills. Although basic skills may be important goals in education, they are often overstressed in an effort to raise standardized test scores. Basic skills and minimum competencies become the main goal of schools and teachers as accountability and minimum competency exams concentrate on these areas (Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform, 1995).

Recently, educators, policymakers, and parents have begun to recognize that minimums and basics are no longer sufficient and are calling for a closer match between the skills students learn in school and the skills they will need to succeed in the world. Schools are now expected to help students develop skills and competencies that apply to real life, genuine situations, and schools are expected to graduate students who can demonstrate these skills. Often performance is measured on alternative assessments rather than standardized tests (Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform, 1995).

Assessment in the classroom is beginning to follow contemporary descriptions of learning, thinking, and language use as processes. This way of thinking also emphasizes that thinking or problem solving should be a major focus for instruction. Another emphasis is a focus on performance or the application of the information and strategies that students learn to situations that are real and meaningful for them. The curriculums that are evolving in schools are exemplifying beliefs that emphasize ideas and the reasons for understanding and expressing them. Reading and listening comprehension and effective speaking and writing are accentuated in this theory (Farr and Tone, 2005).