Why We Need to Change Our Mode of Assessment?

 

The emergence of new learning culture and a new alternative assessment forms must be developed. Today, there is a gap between theories underpinning a new learning culture and the tacit theories underlying traditional assessment practices.

Educational outcomes cannot be translated into objective paper- insight sensitized us to the insufficiencies of assessment that had dominated school testing and the accountability movement for decades (Stiggins, 1991). Wiggins and McTighe – rethinking what assessment and teaching are for, how they can best support learning and what kinds of curriculum goals, coverage and standards they can help fulfill (Hargreaves, 2002).

Changing perspectives on teaching and learning combined with new demands in society on students’ knowledge and abilities are gradually reshaping learning cultures. While assessment in the past has primarily been a means of certification and accountability, a much wider range of purposes of assessment are now advocated. Integrates learning and assessment and redefines the roles of students and teachers in the assessment process. Assessment for learning compared to assessment of learning (Dysthe, 2004). Assessment practices must be changed to accommodate new or emergent learning culture (Dysthe,2004).



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