Comment: How does the "logic" of assessment influence the logic of education?
Make an Update: Describe and evaluate an innovative assessment approach or technology.
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William Cope
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Rating is used as a simple and immediate feedback mechanism. It enables teachers to quantify differences between students and process a larger number of students in a shorter time.
ASSESSMENTS CREATE BEHAVIOR MOTIVATED BY RISK AVOIDANCE
We know that the feeling of worthlessness and futility associated with a grade is insufficient, and the feeling of happiness and pride associated with a grade is excellent. These connections are deeply rooted in the way society views education. As a consequence, the anticipation of a grade creates a fear of failure. Students therefore tend to take the line of least resistance and, whenever possible, opt for an easy five. Looking back on my student days, I too strategically chose certain subjects to increase my GPA.
GRADES HAVE BECOME THE ULTIMATE PURPOSE
Will this be on the exam? This is a typical question that becomes more and more popular as the test date approaches. It seems like an innocent question, but if you dig deeper you'll discover a worrying trend.
Grades, ideally conceived as an effective means of assessing learning, have been transformed for the purpose of learning. They force students to memorize details that will be on the exam, often neglecting a true understanding of the topic. In this process, the student's personal development becomes a footnote, overshadowed by the imperative importance of grades.
ASSESSMENTS ARE NOT AN APPROPRIATE FORM OF FEEDBACK
We will quickly agree that feedback is essential to education, it allows us to improve. However, are grades the most appropriate form of feedback?
Assessments have always been - and still have - a way of measuring individuals' learning, as well as serving as a parameter for teachers to adjust their educational materials. In fact, we need this tool to analyze the development of the apprentice and propose improvements continuously.
However, the structures created in industrial times have made these assessments standardized and still guided by a sense of competition and scarcity. Even with the inclusion of technological appliances, the pattern is still the same, revealing that we are not very innovative at all!
I think it is important to consider not only the assessments made by teachers and institutions, but also those that allow them to be made by the students themselves. Teachers and instructional designers can think and create shared assessments models in which students recognize their advances and difficulties and promote their improvement self-directedly. The same data can be used in moments of feedback with teachers and mentors, as well as resources for strategic improvements of instructional designers.
The evaluation model used in this course is a good example of how this is possible.
Assessments drives curriculum design, instruction, and educational policy. Here are some key ways in which assessment influences the logic of education:
• learning outcomes. Educators align their teaching strategies with the knowledge and skills that will be assessed.
• instructional methods. If assessment emphasizes memorization, educators may emphasize rote learning approaches. Conversely, if assessment emphasizes critical thinking and problem-solving skills, educators are more likely to adopt instructional methods that promote these skills.
• impacts student motivation. If assessment is solely focused on grades or scores, it may lead to a superficial approach to learning. Conversely, if assessment provides constructive feedback and encourages reflection, it can enhance learning outcomes.
• informs educational policy. Standardized tests, for example, can drive educational policies at the district, state, or national levels. This can shape the overall direction and priorities of education systems
The existence of assessment is very important in the educational environment. Educators will find out whether so far the material they teach can be well received by students, or just the opposite, is through assessment.
Formative assessment is considered assessment for learning, where you can have an idea which concepts are not well understood and need to be re-visited, whereas summative assessment is an assessment of learning while concluding a chunk of the material merely to grade students level at this delivered part.
I agree! Thus the onus is on us to be creative in this 21st century of learning. May I also ask if you could help review my assignment? Thank you!
https://www.coursera.org/learn/ubiquitouslearning/discussions/all/threads/R499tZDAEe2-ahKXxFFB4w/replies/E9DNpbaFEe2TGRJeZ1mA3Q
From learning or education objectives, educators should be able to formulate indicators that are used to measure the achievement of the targets that have been proclaimed. The measurement can be carried out using the old-school version of the assessment or the assessment model explained by William Cope in several of his discussions. The assessment has two levels, namely to find out the immediate purpose and find out the underlying value. When we want to require someone to take an admissions test, the selection of students who pass shows an immediate purpose, while the scores of students who pass show the excellence of the institution which in this case shows the underlying value achieved (https://www.vumc.org). . The predetermined assessment is then poured into the learning or education design.
All presentations from week 1 to week 4 are an illustration of an ideal learning method.
Practical and feasible learning methods are certainly every individual learner’s dream.
To make this dream happen, it takes time, energy, and thoughts from people who are experts in it.
The state also plays an important role in providing legal protection and guaranteeing access to learners so that they can be enjoyed by every level of society without exception.
In its application itself, it is hoped that it will remain in the proper corridor so that the expected goals can be achieved.
In the of the day practicable and feasible (and hopefully low-cost) education system can be implemented in every single country.
The logic of the assessment affects the logic of education because of the assessment that will provide an evaluation of the process and learning outcomes that have been delivered by the educator. Learning assessment is very important to do to find out whether or not a learning system implemented by educators is effective. Because if an educator does not evaluate, it is the same as the educator there is no progress in designing the learning system. So that students may feel bored with a monotonous learning system. This assessment is important as a step for continuous improvement for the world of education
The logic of assessment influences education by forcing students into a bell curve that necessarily sets some, at least marginally, less capable than others. Such indicators do not always predict outcomes of success in the workforce. They tend to favor students who start of strong with either private tutoring or specialty prep schools.
New school approaches allow for success if given enough time and determination to improve instead of static haves and have nots.
Our educational logic has been influenced by the logic of assessment. They are utilized in tandem with one another since our assessments often reveal if we are teaching effectively. In actuality, assessment tends to take precedence over instruction in school for funding or improvement purposes. If evaluation is the only thing we pay attention to, we will strive for stricter, more regimented teaching techniques in order to pass, which will stunt the development of critical thinking abilities. To guarantee that education, such as the application of information and the development of critical thinking abilities, is provided to create successful learning experiences, instructors AND administrators should be cautious when creating testing material in a universal way instead of an equitable way.
@Hui En Koo, your thoughts on the topic are similar to my own. I wonder if there is a better way to inform us about the information students receive and memorize through the traditional methodologies. I will be looking for some studies.
@Bernadette Samson, I agree with you, but it never seems to be that simple when we review previous topics for students OR how they use that info later in class.
@Natalia Korka, I think testing sometimes over informs our educational approach. Our goals should be more involved with student learning experiences. How we get them, their could be measured, but it doesn't always have to be measured with a test.
Update: The link below was a good read on how schools can use assessments as tools in understanding and informing the learning process. Students learn the material for the sake of getting better at learning and understanding instead of passing the test itself.
Link:https://www.amle.org/understanding-assessment-changes-everything/
I think that the logic of assessment and logic of education are interrelated in various ways. For instance, instructors design the assessment tools and criteria by determining how knowledge and understanding are represented, as well as whether learning objectives are achieved. However, I feel that if one’s logic behind education is fixated on presenting fixed and rigid forms of information to reflect memorization and rote learning, it become counter-productive as knowledge is often not retained for a long term. Hence, teachers should be cautious with crafting open-ended and flexible forms of assessment to ensure that the education such as application of knowledge and critical thinking skills are developed to ensure optimal and effective learning experiences.
I totally agree with @Katiravan Suparmaniam that our society is so academically driven and pressurising to many students, and emphasizes how grades equate to the measure of intelligence. Instructors should reject the conventional ways of learning by eradicating the emphasis on memorization, and instead assert the importance of comprehension and active application of information.
What @Devina Christianti emphasizes is also so important, where learning objectives should be carefully crafted before designing the academic curriculum. I also like that she mentions that teachers should not only deliver information in classrooms, but also actively facilitate learning needs to support each student to meet their fullest potential. Teachers should also keep in mind that the different learning potential and styles of each individual. Remembering this difference will help teachers in analysing and advocating the development of students in personalised manners.
@Aika Bansal also addresses similar notions, where different learning styles and rates of students are often disregarded and teaching becomes ineffective and unproductive. Therefore, it is crucial that the logic of assessment is carefully designed before engaging in teaching practices while accommodating to every student’s learning progress.