The quality of classroom teachers is the most important variable in improving student learning. Teachers around the globe use many types of assessments to measure students’ knowledge of a certain subject or topic and check on the level of understanding.
Most people use assessment and testing interchangeably. There is a difference, though, and it lies in the detailing of each process. While testing is limited to examining someone’s knowledge to determine what they know about something particular, assessment dives deep.When we speak of assessment, we imply a systematic process of documenting and applying the data derived to knowledge, skills, attitudes and beliefs. Assessment can help teachers to improve student learning all round and need not be limited to one particular subject, lesson or topic.
Student feedback is at the heart of assessment. When we assess students we need to work on the teaching instruction as well. To use assessment effectively we need to change our approach towards it in three major ways by making it useful for students, teachers and by following the assessment with corrective instructions.
Students can benefit a lot if teachers focus their efforts on formative assessment, which supports learning rather than merely judging achievement. This is known as Assessment for Learning (AfL). Through this strategy, teachers first find out the level of student understanding, i.e. what students know, what they partly know and what they do not know. This is followed up by activities that can advance learning among the students. One important thing here is that teachers encourage students to talk about their learning.
At the same time, students can question their own learning while trying to make sense of their own ideas. Through this process and regular feedback, learners can sort out small problems and misunderstandings, thereby forming better links between ideas. This helps the learner and prevents them from losing sight of their long term goal.
Putting this into practice also requires teachers to change the way they work with their students. Assessment is not simply a matter of adding to existing practice. It requires reorganising practice to enhance the necessary feedback systems involved and help students become more active and collaborative in their learning and assessment.
The right kind of assessment happens when teachers view it as a process to improve the quality of teaching methods used in the classroom. It works when educators freely discuss and swap ideas with colleagues, both within their discipline and across campus to find new ways to help students learn. Assessment works when educators try something new and want to check its efficacy, following which they can proceed or change strategy.
