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Educational assessment in the future seems to be moving towards teacher-oriented and performance-based assessments. Societal forces are driving this move, spurred by the increasing amounts of knowledge, and the demand for individuals capable of manipulating large amounts of information. As standardized tests slowly lose importance, the special needs environment will likely benefit from teacher-oriented assessments that allow instructors to focus curriculum on a child's individual needs and capabilities.
Stiggins (1991) argues that educational assessment in American schools is currently undergoing a rapid change that represents "the end of a six-decade assessment era and the beginning of a whole new era" (p. 263). The past 60 years have been dominated by assessments based upon standardized versions of objective tests. In this system, teachers "would teach.. And assessors would assess" (Stiggins, 264), thus clearly separating teaching and assessment.
This method of assessment began to come under fire, argues Stiggins, as society began to demand schools outcome for the educational achievement of their students. Largely, this demand came from changes in society that demanded that students require more complex thinking and problem-solving skills in keeping with society's need for efficient managers of information, rather than individuals who memorize information...
In this technique, student achievement is assessed through the professional judgment of a qualified assessor. Performance assessment requires a method of sampling "desired behaviors or products," as well as a defined set of performance criteria that acts as the standard for evaluation (p. 264). Alternative tools include new performance assessment methodologies (Stiggins).
Taylor et al. (1993) note that assessment within the special education field is also shifting, and that the field is moving "beyond the assessment = testing paradigm" (p. 113). Nonetheless, there appears to be a place for traditional assessment in the future, albeit in a somewhat modified version. Taylor notes that norm-referenced testing will begin to focus on fewer tests that have been researched more thoroughly. Further, identifying learning disabilities in the future will focus on new assessment procedures focusing on identifying underlying processes like metacognition and phonological processing. In addition, Taylor et al. note that consumers will demand that norm-referenced measures be technically adequate.
Teacher-oriented assessment is expected to become an increasingly important part of the assessment of students with special education needs.…
References
Professional Development Support Program: Teacher Centers, Aminda Gentile, Director. Assessment: Glossary of Terms.
Stiggins, R.J. 1991. Facing the challenges of a new era of educational assessment. Applied Measurement in Education, 4(4), 263-273.
Taylor, R.L., Tindal, G., Fuchs, L., and Bryant, B.R. 1993. Assessment in the nineties: A possible glance into the future. Diagnostique, 18 (2), 113-122.
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