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Understanding Assessments
Assessments are essential in education because they serve as measures of student understanding (National Research Council, 2001). They can be also be used by teachers to make instructional decisions, and evaluate the effectiveness of educational programs (Stiggins & Duke, 2008). My personal and professional experiences with assessments range from high-stakes standardized tests to formative classroom quizzes, have shaped my understanding of their multifaceted nature.
The main purpose of assessment is to evaluate students' mastery of content and skills, and if done well the assessment can give valuable data that informs teaching and learning (National Research Council, 2001). Formative assessments can be anything from quizzes to discussions, but they are conducted during the learning process and help teachers see students' strengths and areas for improvement. They give immediate feedback so that teachers can make adjustments to their instruction if needed. Summative assessments, on the other hand, take place at the end of an instructional period and evaluate the overall understanding and proficiency of students. High-stakes assessments, like standardized tests, can serve accountability purposes, and are often used by schools to make sure they are meeting educational standards.
However, sometimes assessments can also hinder learning and student growth if they are not designed or implemented appropriately (Suskie, 2018). For example, high-stakes testing can create a high-pressure environment causing great anxiety for students and teachers (who may feel pressured to teach to the test), and this could detract from the learning experience. Plus, if assessments are not aligned with instructional content or are not culturally responsive, they might not accurately reflect students' abilities (Suskie, 2018).
Research and literature in education reveals the importance of using a balanced assessment approach, integrating both formative and summative assessments to support and evaluate learning. (National Research Council, 2001). Effective assessments should be valid, reliable, and fair, providing a comprehensive picture of students' learning and guiding educators in their instructional decisions. Teachers should thoughtfully integrating assessments into the learning process, so that they can maximize student potential to learn and contribute positively to their academic success.
References
National Research Council. (2001).Knowing what students know: The science and design of
educational assessment. National Academies Press.
Stiggins, R., & Duke, D. (2008). Effective instructional leadership requires assessment
leadership.Phi Delta Kappan,90(4), 285-291.
Suskie, L. (2018).Assessing student learning: A common sense guide. John Wiley & Sons.
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