Disadvantages of traditional assessment
Those who propose changes in types of assessment rest their argument on the premise that what we assess and how we assess affects both what is taught and the way it is taught. Critics of current assessment practices argue that the goal should be to have students who can create, reflect, solve problems, collect and use information, and formulate interesting and worthwhile questions. Thus, it is argued, our assessments must measure the extent to which students have mastered these types of knowledge and skills.
For the past few years, critics of current assessment practices have called for dramatic changes on how we assess what students know and are able to do. Most of the criticisms have been directed at the widespread use of standardised achievement tests in our schools; however, many teacher-made tests and tests found in textbooks have similar weaknesses and limitations. Traditional assessment methods have the disadvantage of lacking real-world context. One of these real world context skills include the students answering questions one by one without the need to apply long- term critical reasoning skills. They also lack chances to demonstrate their reasoning skills despite a lack of knowledge about a question’s specific subject matter.
The questions are written in a decontextualised format. Therefore, it is not an authentic assessment. Decontextualised test items can be difficult for students and if the test is in the form of multiple choice, then it is difficult to develop a test that is both reliable and valid. For tests to have high validity, it needs to measure the students’ mastery on a certain topic. This may not be the case for traditional assessment. This is because traditional assessment does not allow the students to express themselves or be creative. It tends to focus on correct answers and grades. As such, having students answering a correct answer may at times be due to luck and not an indication of mastery.
a. Lack chances to demonstrate their reasoning skills.
b. Fail to take into account students’ growth and development and inhibit their
c. Educators try to accurately summarise students’ achievement with simple
letter grades and a few words of condensed commentary.
d. Students’ higher order thinking skills, problem solving, attitudes, and other
abilities cannot be quantified.
e. Traditional assessment does not have scope for discussions, classroom
traditional assessment practices focus in large part on the individual and fail to account for knowledge building and learning in context. as in the 21stcentury