Five Key Ideas About Quality Assessment

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TOPIC ONE: Five key ideas about quality assessment

In Scherer’s (2009) article, the author is not stating that standardised testing has no value, but that it should be used in conjunction with other quality assessment measures. The following paper identifies five key aspects of what constitutes quality assessment.

We are reminded that the goal of testing is in ‘building proficiency in basic skills, closing achievement gaps, and fostering the top notch knowledge and skills that students will need in a competitive global society’ (Scherer, 2009, p. 5). Therefore, standardised tests alone are not an adequate benchmark in determining a student’s ability to learn. McMillan (2007) emphasises the importance of multiple assessment methods
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Early diagnosis of LD and the establishment of individualized education programs – IEP (McMillan, 2007) will play a significant role in ensuring that a student’s learning experience will be positive, as opposed to one of failure and frustration. Rief and Heimburge (2006) liken LD to ‘a gap between a person’s true potential and actual achievement’ (p. 36). Early diagnosis will bridge this learning gap and develop a more contented and successful student.

Confidence and Motivation

As ‘reading and writing influence all areas of school achievement’ (Foreman, 2008, p. 247), a student with LD will be academically at a disadvantage. As the student continues to fail, their self-confidence and motivation begin to erode, leading to feelings of failure and depression. Therefore, the success of implementing an IEP (McMillan, 2007) will be highly dependent upon a student’s willingness to engage in their learning objectives. By encouraging a student’s willingness to participate, it is essential that they become self-motivated and are constantly encouraged to build upon their levels of confidence and self-esteem.

Learning process must be meaningful

Creating a meaningful learning process that encourages students to make connections between classroom learning and their own personal experiences, will give students a sense of ownership and control over their learning programs.
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