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Ongoing Debates and Issues
Objectivity of assessment?
Value added?
High Stake Testing?
Measuring Attainment
Learning skills
Understanding
Metacognition
Learning concepts
Classroom assessment, then, is no mere
technical device. Teachers assess by making
marks on the page or by using words. Behind
whatever form they use are not just objective
or quasi-objective norms and standards but
also
assumptions
about
children’s
development, learning and motivation, and
values relating to matters such as self-esteem
and the relative importance of ability and
effort.
Alexander, 2000
Motivating reluctant learners
We pass through this world but once.
Few tragedies can be more extensive
that stunting of life, few injustices
deeper than the denial of an
opportunity to strive or even hope by a
limit imposed from without but falsely
identified as lying within.
Stephen Jay Gould, 1981
Effects on students
High Stake Tests……..
Increase the link between success and self
esteem
Decrease motivation for low attainers
Send the message that only what is tested is
important
Encourage the development of shallow learning
Encourage a performance orientation rather than
a mastery orientation
Is there any evidence that
teaching well through using
assessment for learning is also
compatible with pupils achieving
high test scores in high stake
tests?
YES
Improving learning through assessment depends on five, deceptively simple key
factors:
1.
The provision of effective feedback to pupils.
2.
The active involvement of pupils in their own learning.
3.
Adjusting teaching to take account of the results of assessment.
4.
A recognition of the profound influence assessment has on the motivation
and self esteem of pupils, both of which are crucial influences on learning.
5.
The need for pupils to be able to assess themselves and understand how to
improve.
Assessment for learning: Beyond the black box, 1999
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