Tue. Jun 25th, 2024

The Editor


Dear Editor,

            I wish to draw the attention of the concerned authorities and teachers of the education system of our country to bring reforms in outdated assessment techniques. I am currently enrolled in AKU-IED for the Masters of Education program and a participant in the Classroom Assessment Course, where I have learned several assessment techniques and tools that could be helpful for the teaching-learning process. Through your kind concern, I feel that now I am in the capacity to suggest some of the alternative ways of assessment in our school. Our current system is more focused on summative assessment techniques to evaluate students learning, skill acquisition after an instructional period. This assessment is done more typically at the end of the unit and determines whether and to what degree students have learned the material they have been taught. Since the period is so long it is hard to gauge students’ learning periodically. Therefore, it promotes rot learning and memorization of a lot of content.

To further define summative assessment, it is pertinent to note that in our schools, classroom assessment procedures are based on the paper-pencil test where students are only given scores based on memorization and cramming. This repeated practice test for low-achieving students lowers their self-confidence and they do not seem to perform well throughout the session. They do not get feedback timely to improve their areas of improvement. I feel that formative assessment techniques are the solution, they focus on varied assessment techniques including presentations, discussion, projects, and small-scale research work using the assessment tools like developing rubrics, checklists, quizzes.

Participating in formative assessment involves students in active learning, keeps students on task, and focuses on learning goals. It helps students to identify what they can do with help and what they can do independently. More importantly, the formative assessment allows students to receive feedback on precisely what they need to do to improve; it shows them what to do next to get better. Therefore, it is suggested to reframe the purpose of classroom-based assessment for learning. This can be a better opportunity for learning experiences in schools and will also inculcate lifelong learning habits in students.

Thank you very much

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