Please enable JavaScript.
Coggle requires JavaScript to display documents.
"All high stakes assessment in education should be abolished" …
"All high stakes assessment in education should be abolished"
DEBATE - Against this statement
Allows teaching to match assessment (Winch and Gingell)
This ensures teachers know what it is they should be teaching students
This allows students to be clear on what they should know (can help them to self-assess effectively and build knowledge - connect to ZPD, Vygotsky)
Teaching objectives are distorted - made to fit assessment at the expense of student knowledge (Davis, 1995)
A way to ensure that students are achieveing foundation and essential knowledge. (this could help them gain richer knowledge later)
feedback can help students self-assess and develop to richer knowledge
Essential for Accountability (Winch and Gingell)
allocation of public taxes
how effective are school budgets beings utilised
this doesnt focus assessment on what students know, but rather if schooling is value for money for the state and justifying it to parents (Davis, 1996)
Not just for accountability, but for... (accountability is only one part of it)
measuring the quality of education. Schools use this data to identify areas where they can enhance teaching
identifying ways to improve education for students so they can enhance learning
Equity and access: can address issues such as achievement gaps (e.g. socioeconomic) and can lead to new policies e.g. PEF
Are you meeting children's rights?
Montessori School and PBL Schools
Find out what students know (Winch and Gingell)
Informs teachers so they may adapt teaching practices and provide support where needed
Informs schools which can allow them to utilize data to evaulate practices at the school
Informs students where they currently are so they may make goals for future learning (a good understanding of where a student is at is highly encourage in research so students are able to self-assess)
Inform parents so they can provide necessary support for their child
Criterion-Referenced Assessments do not encourage rich knowledge acquisition (Davis, 1995).
These assessments aim to measure a students mastery of core concepts and skills, which are the building blocks of deeper more complex knowledge. This ensures a strong foundation for rich knowledge acquisition
When student know where they are, they can build on this knowledge through self-assessment. This allows them to utilise assessment data to attain more rich knowldge.
Students may write the correct answer in the test, but the only way to know their true understanding is through discussion (Davis, 1995)
Lack of time to actually do this.
How do you make a discussion reliable? this does not make the grades for students consistent from one student to the next
There is no shared understanding between teachers, students and parents about what a student knows (Davis, 1995)
Clear learning objectives can improve this
It encourages the active involvement of parents and students in assessments. Having regular discussion about assessment results can provide clarity (for example at parent evenings)
Feedback is given with assessments. this can give clarity to all involved as to what the student needs to do to improve
This may be the case, but the benefit of allowing students to know where they currently are can instill a culture of life-long learning. The more they engage with their education and take ownership of their learning, the more likely they will become lifelong learners
Teaches life skills
Helps student get used to deadlines and being told what to do in employment