Philosophy of Educative Assessment Essay

903 Words4 Pages
Philosophy of Assessment Assessment of students is a crucial part of their education. It is one thing to be able, with some degree of confidence, to say that 'Johnny knows x' but it is quite another to be able to say 'Sarah can x'. It is clear that assessment at its core is involved in the measuring of something and that if I expect students to reach above a certain level of 'something' then I must clearly communicate that to them. The backwards design that we are familiar with goes someway towards achieving this goal. The notion that we state at the outset our expectations for student learning and then design activities to achieve that stated goal appears to be common sense. However, the tendency for teachers to rely upon…show more content…
in the real world to be revelatory. That is to say that many of the assessments I had designed and administered over time appear to be about as inauthentic as possible. I found that some assessments I had givens amounted to no more than guessing games in which the students tried to guess what I wanted to know. I began to imagine a dentist at work, a professional with a vested interest in the oral health of his clients. It would be an unscrupulous dentist indeed who neglected the ongoing care of his clients so that when a major assessment was due, there was little option apart from failure. My students have a right to know what it is I am trying to achieve and that they will be fairly judged. If I test them on things they do not know or things about which we have not discussed, how can I profess to know anything about their academic performance with any degree of certainty or reliability? The dentist when he examines a client?s mouth tells the client what areas are going well and which are a cause for concern. Moreover, he instructs the client how best to achieve the stated goal of a clean bill of health. With flossing and regular brushing the client has an expectation of reaching the stated goal. I have tried to employ something approaching this methodology with the teaching of Othello. Breaking with the last two years of tradition, and from the department as a whole, I told the students the whole story from start to finish before I
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