We begin our monthly theme for May with an introduction to educational assessment by focusing on two key issues: How do we assess education and who's education are we assessing. At first look, the how may bring to mind quizzes, assignments, tests, projects, exams, and presentations, in addition to many other similar methods which have become a part of education. As for the who, well that should be quite clear, we asses the student's education. After all, students attend our schools to become educated. However, a closer look at each of these two key issues reveal to us that there is more to assessing education than just testing the student.
While it is true that quizzes, tests, and exams are valuable tools to assess education, we must also be aware that there are limitations for each one. One of the limits which must be imposed is that of time, for example, a 20 minute quiz versus a 2-hour exam. It only makes sense that more educational knowledge can be assessed in two hours than it can in 20 minutes. It is because of these and other limitations that we must take care when implementing an educational assessment.
Education can be acquired by students through good instruction and perseverance. This should make our assessment process to be focused on individual achievement. We cannot, however, ignore the fact that education can also be acquired by students through collaboration and cooperation with each other. This is why we must also look at assessment beyond the individual achievement, and try to include groups of students, classrooms, schools, and districts.
How we assess education and who's education we are assessing are two key issues that we must take a close look at if we are to fully understand the importance of assessing education.
Author: Manuel R. CortezRodas - Educator
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