The Role of Assessment in the Learning Process - Essay Example

Name: Tutor: Title: The Role of Assessment in the Learning Process Course: Date: The Role of Assessment in the Learning Process Introduction Assessment for formative assessment or learning has been emphasized regardless of its correlation to summative assessment being scantly explored. Assessment and evaluation are used interchangeably. In the UK, evaluation refers to judgment in regard to course delivery whereas assessment is the judgment of work of students. Taras (2005) argues that through assessment, weighted goals of learning a particular course are determined (p.466-7). The judgment mode has to be justified. Assessment is judgment using particular weighted set goals which result into numerical or comparative ratings. It is imperative to justify criteria/data gathering instruments, the selection and weightings of goals. Despite the observation made by Lamprianou and Athanasou (2009) concerning some teachers believing that tests create anxiety in students and result into negative effects on the process of learning, assessments are very important in improving the quality of teaching and ensuring that the students is on course as far as the learning process is concerned. According to Stobart (2008, p.41-9), inherently evil properties proposed by some teachers cannot surpass the important of assessments in the learning process. Methods of learning can only be improved or upgraded when the students are assessed on their ability internalize what they are currently being taught. The shortcomings which are realized after the feedback is given, give the educators a chance to evaluate their teaching methods and look for ways of making them effective and efficient. Despite absence of commonality in the terminology definition, assessment is important in education. This paper seeks to demonstrate the relevance of assessment in the process of learning while outlining the various problems that may come up in the course of assessments. A wide range of tools of assessment are required to capture important learning processes and goals as well as to directly connect assessment to instruction that is ongoing. The most conceptualized reform include devising performance tasks that are more open-ended to give students an opportunity to try complex problems, reason critically, and eventually apply the attained knowledge in real life situations. Shepard (2000) argues that classroom routines and their respective assessments have to reflect the goals of learning. The armamentarium for data gathering has to be expanded to include interviews, demonstrations, observations, reflective journals, projects, and student self-evaluation. Teachers have to take part in analysis that is systematic of the evidence available (Shepard, 2000, p.8). Assessments are important in imparting positive learning skills that a student has to possess before being able to master certain aspects of the learning process. Through assessments teachers are able to understand the ability of individual students and come up with appropriate learning practices to ensure effective learning. The learning process entails steps which are punctuated by sessions of assessments to determine the level of understanding of the student before he is promoted to the next level or class (Engelhard, 2003, p.21-24). The modes and methods of assessments have to be upgraded as opposed to doing away with assessments altogether. Through assessments teachers learn the weaknesses and strengths of their students and methods of teaching as well as learning. Assessments can be used in monitoring and promoting learning of individual students besides improving and examining teaching methods. According Shepard (2000, p. 12), this encompasses both informal assessment of the understanding of students as well as to adjust teaching plans and lessons with action-research studies that are more critical and formal. Debates concerning national assessment systems tend to be carried out in terms of two main functions of assessment which entail accreditation and selection of learning. There is a less or more tight fit between underlying social structures and institutions which is common to modern industrial societies. Systems have different range of degrees to which they applaud selection through formal assessment as well as the point in lives of people which they occur. Development and nature of any given assessment system can be analyzed in regard of social imperatives (Lund, 2008, p.32-9). The approach of analyzing systems of assessment comes from a sociological analysis that is traditional. Certifications cannot happen without educational assessments. Students can be approved to the next level of the learning process after they have gone through successful assessment. Prequalification exams are important in making students gain entry to the next level of the learning process (Broadfoot, Murphy & Torrance, 1990, p.206). The bigger picture of assessment reveals more positives as opposed to the negative effects. The assessment methods need to be upgraded to be in tune with the goals and objectives of learning. Standard-based reform has placed additionally tremendous faith in standards that are externally imposed. Shepard (2000, p.9) notes that in recent times, the standards movement has been corrupted, in many situations, into systems which are heavy-handed incorporating punishments and rewards devoid of professional development and capacity building which were seen as important in the vision. Substantive reform and alignment of important learning goals and content has to benefit classroom assessments and system-monitoring assessments. Assessment for learning without tests as advocated for by some teachers may not give a clear feedback on the progress of the learner. If the assessments are administered in the correct manner they will not have negative effects of the process of learning. Punitive and reward systems do not have to be expressed through assessment which are given to the learners (Elwood & Klenowski, 2002, p.243-256). Assessments have to enhance learning without making the students develop assessment owing to unfairness of the systems and structures of administration. According to Flowers (2009, p.24), there is a persistent tendency to ask questions concerning the correlation between assessment, culture and education like an ethnographer who is old fashioned. On the other hand, it would be prudent to determine appropriate assessment and teaching practices as well as explore means of making courses to be relevant culturally. It would be also vital to determine the aspects which affect participation and access. However, such questions will not assist indigenous people who are struggling to attain self-determination in education. Self-determination and partnership can only be attained through changing structures as opposed to altering practices. Assessment practices which are standard-based in countries such as New Zealand, England, Scotland, South Africa and Australia, are embedded firmly in a single, national structures which are monolithic commonly identified as National Qualifications Frameworks. Frameworks are constructed on sets of rules that are detailed which direct the way standards have to be constructed. The line of national qualifications authorities is that whereas there is absence of constructing standards there is absence of rules concerning what should be included in the standards, or rules in regard to which particular assessment and curriculum strategies should be applied. Consequently the official policy is of the perspective that there is plenty of liberty for the various cultural groups to have autonomy over their own education. Indigenous Australians have the chance to determine the content of standards and come up with their own forms of assessment practice that is preferred. The role of national qualifications frameworks is to enhance cultural partnerships (Flowers, 2009, p.24). The assessments have just to be altered to fit in the situations in regard to cultural aspects without tampering with the structures that create examination frameworks. The roles of assessment in the development of the learner cannot be overlooked. Assessments give the feedback that is needed for enhancing the teaching practices in order to ensure effective learning (Gulson, 2006, p. 259-274) Several main assumptions of behavioral model had the impact for realizing conceptualizations of testing and teaching. It is believed that learning happens through accumulation of atomized bits of knowledge. It is also asserted that learning is tightly hierarchical and sequenced. The other assumption holds that transfer is limited hence every objective has to be taught explicitly. It also holds that tests have to be applied frequently to make sure the learner master before proceeding to the next level. It is also believed that learning is isomorphic with tests (learning = tests); motivation is normally external and is punctuated by many steps that are positive. Consequently the learning process is gradual and can only be determined through these steps that entail assessments to evaluate the level of understanding of the learner. The prevalence of objective tests applied in classroom practice has impacted on the subject-matter knowledge form. It has directed beliefs concerning the principles of fairness and nature of evidence. In order to attain fairness, assessments have to be administered uniformly (Shepard, 2000, p.5). The concept of justice is also portrayed in the assessment. Justice entails opportunities and outcomes. Justice can be conceptualized in distributive terms as opposed to procedural terms. It ensures that every person receives what he is entitled to using specific relevant circumstances and characteristics. Procedure for assessment that is equitable may not result into outcomes that are just. Debate over the comparative performances of females and males at all stages in education show that in spite of enhanced commitment to ‘equality’, the processes affecting outcomes are very complex. Processes that are impartial do not guarantee outcomes that are just (Stowell, 2004, p. 497). Interactions sessions of ongoing assessments can be used of emphasize equity among different genders of the learners. Assessment is not watered down by the complexity of providing justice in the course of its application. Shepard (2000) argues that it is vital to acknowledge the negative effects of accountability tests and the degree to which imposed testing programs that are external drive out or prevent classroom practices that are thoughtful. In some circumstances, students test score go up while the learning level of the students does not show the same thing. Enhancing content standards is crucial together with the practices in the classroom. Both teachers and students have to view assessment as a source of help and insight instead as avenues for meting out punishments and rewards. Social motivation goal is served through prior-knowledge assessment, ongoing assessment, explicit criteria, and the use of feedback, evaluation of the teacher and student self-assessment. Social-constructivist perspective of classroom assessment is simply an idealization (Havnes & McDowell, 2007, p.139-140). Ongoing assessment is a type of assessment that is interactive which allows teachers to offer assistance being part of the assessment. This assessment provides an opportunity to the teacher to attain important insights in regard to how effective understanding can be enhanced. It also results into expected occasions to teach and offers the means of scaffolding the following steps (Shepard, 2000, p.12). The social aspect of the learner is developed through group interactions when group tasks are provided. It is important to remove the negative thoughts that are developed concerning the role of assessments in education. Assessment plays the role of increasing the interaction between the students and the teacher. The teacher is able to learn more about his or her students and come up with ways of enhancing learning by use of tests and individual assessments. Lamprianou and Athanasou (2009) emphasize that it is only some of the teachers who see assessment as a means of increasing anxiety of the students. Assessments can be demonstrated as increasing the bonding that exist among the learners themselves and also the learners and the teacher. Conclusion It cannot be ruled out that assessments may have some inherently properties that are evil, but from the deeper examination; it has been established that of correct structure lead to development of precise standards of education that are relevant in cultural perspective. Doing away with tests altogether is dangerous to the process of learning since some of the aspect about the student may not be revealed through learning by through assessment. Capacity building and professional development is enhanced through assessments or evaluation. Ongoing assessments provide the learner and the teacher the best chance to interact and learn about inhibitors to effective learning. Learning process is hierarchical and procedural and hence each step to the next level has to be punctuated by an assessment. Instead of avoiding tests, educators have to deal with what they perceive to be negative effects of assessment. Generally, assessment provides the best feedback to the teacher to learn about his practices of teaching and the level of understanding of the students. The role of assessment should not be ignored due to few problems that exist in the development of structures. Bibliography Stowell, M., 2004, Equity, justice and standards: assessment decision making in higher education, Assessment & Evaluation in Higher Education, 29 (4) 495-510. Engelhard, G., 2003, Measurement, trust, and educational assessment, Measurement, 1:21-26 Stobart, G. 2008, Testing times: the uses and abuses of assessment, Routledge, London; New York. Elwood, J. & Klenowski, V. 2002, Creating communities of shared practice: the challenges of assessment use in learning and teaching, Assessment & Evaluation in Higher Education, 27 (3): 243-256. Broadfoot, P.A., Murphy, R., & Torrance, H., 1990, Changing Educational Assessment: International Perspectives and Trends, Routledge, New York. Taras, M., 2005, Assessment-Summative and formative-Some theoretical reflections, British Journal of Educational Studies, 53 (4): 466-478. Flowers, R. 2009, Can competency assessment support struggles for community development and self-determination, Report Zeitschrift fuer Weiterbildungsforschung, 32 (2): 23-35. Lamprianou, I. & Athanasou, J. A. 2009, (eds), A Teacher's Guide to Educational Assessment, Sense, Rotterdam. Havnes, A. & McDowell, L., 2007, Balancing Dilemmas in Assessment and Learning in Contemporary Education. Routledge, New York. Gulson, K., 2006, A White Veneer: Education policy, space and race in the inner city, Discourse: Studies in the Cultural Politics of Education, 27 (2): 259 - 274. Shepard, L.A. 2000, The Role of Assessment in a Learning Culture, Educational Researcher, 29 (7): 4-14. Lund, A. 2008, Assessment made visible: Individual and collective practices, Mind, Culture, and Activity, 15 (1):32-51. Read More