Since assessment and instruction are related, what we test children on must relate to our vision for education. It also raises questions of fairness and of giving the child every opportunity to demonstrate that what was taught in the classroom was, in fact, understood. Some of these assumptions we have about assessment are as follows:
Assessment is based on a common language of tester and individual tested.
· Is this the language of the child?
· Is it the language of the instruction medium?
Assessment is based on clearly defined standards.
· Have the standards been previously agreed upon?
· Are the standards reasonable and fair?
Assessment allows learners to reach (even exceed) given standards.
· Are the standards chronologically age-appropriate?
Assessment acknowledges multiple and different solutions to complex problems.
· Emphasis is on problem solving rather than on memory (see earlier material on Howard Gardner).
Assessment must be ongoing, relevant, and connected to the learner’s environment.
· We want to find out whether the response was “random” or pervasive. Go back to our earlier image of a one-shot effort (e.g. the snapshot).
Assessment allows each learner to demonstrate competence and achievement in a variety of ways.
· What is your vision of learning/education?
· What about creativity?
· Was your education focused on memory retention?
· Is a timed test a fair test for a child with a hand impaired by a physical disability?
Assessment must encourage learners to generalize and integrate knowledge to become lifelong learners.
· Application of knowledge: integrate information taught in several situations in different and novel situations. Is this more what "knowledge" is about?
The tester is competent.
· Classroom assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines, but trained and skilled personnel always do better.
There would be a number of other things you would take for granted about a tester and the testing situation, if you were the parent or the teacher who referred the child.