Assessment Crisis: The Absence Of Assessment For Learning

1651 words - 7 pages

Assessment Crisis: The Absence of Assessment FOR Learning
The issue in this article is the fact that the United States has failed to balance the use of standardized tests and classroom assessments in the service of school improvement in meaningful ways. This has resulted in a deep and intensifying crisis in assessment. Based on student s’ achievement in the United States, there has to be a greater focus placed on the improvement of classroom assessment. As of June 2002, there is only emphasis placed on assessment Of learning and not assessment For learning.
This article discusses the United States belief that the path to school improvement is paved through more ...view middle of the document...

Their assessment system is currently designed to leave no students behind and I believe that is a good start. I feel that keeping in mind the students success to learning will help improve their current attitudes towards assessment. One must always keep in mind that change is always a good thing. What works with one set of students does not always work with the next. Each individual is different and therefore all need the opportunity for diversity when it comes to testing ones knowledge.
The evolution of assessment in the United States has led them to three requirements that will ultimately improve their schools. These are: “the articulation of higher achievement standards, the transformation of those expectations into rigorous assessments and the expectation of accountability on the part of educators for student achievement...” In doing so, the United States has set higher expectations for student success around the world. However, by doing so, these policy makers have also added the expectations of rewards and consequences for those schools who do and do not reach the expected outcomes. Throughout the United States their attitude towards student success has always been based on high-stakes assessments of learning to justify their accountability. In doing so these tests showed the policy makers what students have learned, if the standards are being met and if the teachers are doing what they are supposed to be doing. Leaving out how these assessment procedures and scores help the learners to want to learn and feel capable of learning. Leading to exactly what they didn’t want to happen—Students being left behind or worse dropping out and giving up in despair.
According to the author, the United States assessment system is based on the belief that all the important decisions should be made by the policy makers whose actions shape the broadest variety in classrooms and students. Thus, the big push towards standardized testing. With regards to motivating students they believe by putting students under extreme pressure with their studies, students will maximize their learning, and thus schools will improve. This is all done this way because this is how the policy makers learned when they went to school.
Knowing the little I know about assessment, how naive of these policy makers to think this way. Did they not see any other students when they were going to school struggle or fail because they couldn’t take the anxiety of testing in school? Do they not know that each student is different and therefore need different techniques or styles of assessment? This way of thinking is old school, and in order for students to learn, we as teachers need to be aware of a variety of assessment tools, strategies and techniques if we want our students to succeed in their education. But not only to see our students succeed but also take ownership in their own learning thus, enhancing their learning experience.
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