ASSESSMENT PRACTICES

Why Assessment Practice Should Be Grounded In Current Theories of Learning

Table of Contents

Introduction1

The Need for Change3

Assessment for learning versus Assessment of Learning4

Assessment Practices and the Current Theories of Learning4

Implications of Current Learning Theories for Assessment7

Learning on the Basis of What Students Already Know8

Learning through Social Interaction8

Providing Feedback to Students8

Conclusion9

References11

Why Assessment Practice Should Be Grounded In Current Theories of Learning

Introduction

In the modern world, initial qualification of individuals is not ample for long-life work. The professional lives of individuals have been transformed by diverse changes in the national schooling and assessment system.

Since the assessment system is undergoing many changes these days, it is important to comprehend the effectiveness of existing learning theories. In order to devise valid and reliable assessment practices, it is important to analyse the extent to which existing assessment practices meet the needs of learners. The effectiveness of assessment practices should also be analysed on the basis of how they foresee the future needs of learners.

Nowadays, one of the most important national concerns is to raise the learning standard. During the last ten years, Governments are taking vigorous actions to achieve this goal. Some of the actions that have been taken by governments to improve the learning standard include the development of GCSE, target setting, and thorough inspection.

The learning of students depends on the actions of students and teachers in classrooms. In a classroom setting, teachers confront several challenges. They have to control the social and emotional pressures among students.

Discussion

Current Assessment Practices

The term assessment includes all actions taken by teachers to assess students. It also includes various actions that students pursue in order to assess their performance. Assessment provides information to teachers and students that can be used as feedback. This feedback is helpful in modifying various activities of students and teachers.

There is a wealth of research that proves that the current assessment practice involves a gamut of problems. According to UK secondary science teachers (1996), “why is the extent and nature of formative assessment in science is so impoverished?”

According to OFSTED general report on primary schools, “Marking is often conscientious but often fails to offer guidance on how work can be improved. In a significant minority of cases, marking reinforces under-achievement and under-expectation by being too generous or unfocused. Information about pupil performance received by teachers is insufficiently used to inform subsequent work” (William and Black, 2006, pp. 4)

Generally, it is believed that education cultivates excellence. However, the meanings and interpretation of this phrase should be made clear. Education can only cultivate excellence when it helps every students develop intellectual abilities. When all students get a chance to utilize their intellectual capabilities, a better democracy is developed. In today's era of technological development, it is important to encourage students to utilize their intellectual powers (Bruner, 1977, pp. 2).

The current assessment practices consider the classroom a black box. In the black box, different inputs are added from the outside. The inputs are in the form of students, teachers, tests, and so ...