Introduction of Innovative Educational Practices and Development of Innovation Skills in Education System

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Article Analysis Form of student or school assessment and how it impacts introduction of innovative educational practices and development of innovation skills in education system continue to elicit a lot of debate. Looney's report tries to shed some light on the impact of high-stake summative assessment on innovation. Looney (2009) is convinced that high-stakes assessment and examinations through innovative approaches to testing can be reconciled. Assessments based on high-stake examinations can at times be used as an incentive to teach or study to the test. The mere fact that high-stake assessment examinations acts as incentive to teach or study "to the test" limits risk-taking by teachers, students, and parents. This situation is often blown out of proportion when systems of accountability and incentives depend on these examinations and tests as grounds for assessing teachers and schools. It is pertinent that systems used to assess education systems do not negatively impact risk-taking inherent to innovation but enhance student's innovation skills. Looney (2009) advances that assessment can be combined with innovation by: developing a wide range of performance measurements for students and schools, rethinking the alignment of standards and assessment, and measuring how assessment impacts teaching and learning. Looney (2009) posits that modification of high-stake learning is one of the many ways that can be used to influence teaching and learning that focuses on

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