Point Counterpoint Assessment

¶ … Counterpoint Assessment The many complicated issues that are associated with assessments in education no doubt provide ample discussion material, as the teaching profession must be prepared to examine itself in a self-critical manner. To me, assessment can be used effectively when used in balance with other methods. The lack of importance that grades usually reflect outside the classroom environment supports this idea, but to eliminate assessment would also be taking away a key tool that is useful in monitoring progress.

The cause of this imbalance is a result of a misapplied strategy that seeks to only address problems and not solve them. Too often, educators focus on the subjects of what is being taught instead of the learning process itself. Learning how to think is much more important, and preliminary, before learning what to think. The objective nature of accepted facts within the education environment erodes at the critical instincts that many students have to challenge these notions, which often results in boredom or disinterest.

Classroom assessments should not be viewed as the ultimate indicator of improvement or learning. Accomplishment and grades have been turned into obsessive fetishes by many administrators due to the financial implications of their practice. Since resources are many times dependent on the ability to schools to have their students score well on standardized tests, there appears a rift in the system that disconnects between those who dictate curriculum and those who are responsible for delivering that information and testing and assessing that information.

As a result of this trend, the human aspect of the teaching profession is threatened when too much emphasis is placed on assessment and test scores. Teachers who teach the test are often cornered into a situation that leaves them no option but to do so or risk losing their job. This situation is dangerous because of the coercive nature of the system tempts teaching professionals to ignore their job of educating students as opposed to assigning them grades.

Grades and assessments are only useful when they point toward what is learned and what is not. Standardized tests are many times not applicable to any real world situation and when they are being used to attract funds, students then become part of a system that revolves money instead of knowledge. Grades should be used to motivate and guide, but not to.