SCHOOL-BASED ASSESSMENT

School-Based Assessment of Students to Enhance Student Learning and Motivation



School-Based Assessment of Students to Enhance Student Learning and Motivation

Introduction

Schools play a vital role in the education system, and determine results in social, economic and educational policies. The pressure on governments and schools is to improve the effectiveness, efficiency and accountability of the system. It depicts that more and more schools are focusing on the students' ability to apply knowledge and skills in key disciplines, and to analyze reason and communicate effectively when they lead to ask, solve and interpret problems in different situations. In addition, schools aim to produce results that are "intangible" such as capacity for the student to work in groups, and to instil values such as respect and civic responsibility. When one wants to know if the school system is performing, and get feedback for improvement, it is essential to have data. To analyze and evaluate students, teachers, institutions and education systems, schools use different techniques. Many are testing samples on all students at pivotal moments and evaluate these students over time. Some countries also use the services of inspection to evaluate teachers and institutions, and practice of teacher evaluation is being spread. Each method involves a range of stakeholders: students, parents, teachers, school authorities, employers and policy makers. However, among these actors, there may be disagreement on how the techniques of analysis and evaluation can or should be used. Some see them primarily as tools to encourage teachers. For others, these activities are primarily designed to support the responsibility and to guide resource allocation and motivate students. This essay outlines the policies that schools can adopt to design assessment methods that enhance students learning and motivate them.

Determination of the Policy

Evaluations in Britain combine tests which are external and school-based tasks, based on the national curriculum and curricula for varying degrees. Throughout the school years, the classroom tasks rated by teachers are used to assess the achievements of the students in relation to the objectives of the curriculum. For example, in the ninth grade (age of 14 years), there is an application of a mandatory set of assessments, which includes both assessments created and managed by teachers, as national tests for students have reached a certain level of achievement. While not required, most students take a series of tests in year 11 (at 16 years old) to achieve the General Certificate of Secondary Education. Students can take the number of assessments they wish about individual or combined materials, and based on their interests and areas of expertise. Most of the items GCSE demand answers like "test". The math test includes questions that require students to demonstrate the reasoning behind their answers, and foreign language exams requirement of oral presentations (Tyler, 1949, 47). About 25 to 30% of the score on this test is based on work done in class, and developed and qualified assessments by teachers. In many branches, there is also a complete a work of a project specified in the curriculum and developed in ...