StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

The Controversial Issue of Student Testing and Assessment - Essay Example

Cite this document
Summary
The paper "The Controversial Issue of Student Testing and Assessment" highlights that strategies typically include student-teacher conversations, student products, and observations. However, it is clear that Biblical principles differ significantly from societal and legal expectations. …
Download full paper File format: .doc, available for editing
GRAB THE BEST PAPER95% of users find it useful
The Controversial Issue of Student Testing and Assessment
Read Text Preview

Extract of sample "The Controversial Issue of Student Testing and Assessment"

The Controversial Issue Testing and Assessment The Controversial Issue Testing and Assessment The legal and societal perspective of testing and assessment is that these tools are aimed at measuring students’ skills, knowledge, aptitude, as well as classifications in other topics such as beliefs. Tests and assessments vary in requirements, rigor and style. Tests are administered either formally or informally, for instance, formal tests are final examinations administered by instructors within classrooms. Formal testing and assessment from the societal and legal perspective include the provisions of results in test scores or grades. Conventional rules require instructors to interpret test scores in accordance with legal and societal expectations, norms and criteria; these norms are either established independently or through statistical analysis of massive numbers of participants (Black & Harrison, (2001). However, Christian perspective on testing and assessment differs significantly from the legal and societal expectations of administering assessment tools. Biblical principles guide instructors to adopt significantly different norms, aims and forms of testing and assessment. The purpose of this paper is to consider the controversial issue of testing and assessment from the legal and societal perspective and contrast these expectations to Biblical principles. The purpose of testing and assessment differs rather significantly across many groups of people considered as education stakeholders. For instance, from the legal perspectives, policymakers’ purpose of assessment include setting standards, focusing on goals, monitoring the quality of education, formulating policies based on results of tests and assessment, sanctioning or rewarding certain education-related practices and determining the effects of tests. On the other hand, teachers, schools and administrators use tests and assessments as tools to make grouping decisions by monitoring student progress, conducting curriculum evaluations and refinements, offering student diagnosis and motivating students through grading, promotion or mastery by defining grades (Gregory & Chapman, 2002). Societal expectations of testing and assessment include gauging students’ progress in order to assess their strengths and weaknesses, ascertain school accountability and make knowledgeable decisions regarding education and careers. However, from the legal and societal standpoint, instructors are allowed to provide standardized student tests and assessments regardless of the students’ abilities, inabilities or levels of knowledge and understanding. The tester, in this case, serves as a determiner of student knowledge. However, Biblical principles regarding testing and assessment are quite dissimilar from societal and legal expectations. First and foremost, Biblical principles require all educational procedures to integrate Christian teachings and messages. These Biblical expectations of teaching and instruction must be woven throughout all educational processes from instruction to assessment. Biblical principles articulate not only what students are expected to do and know, but also what is expected of students as they continue through their life journeys as productive members of society and as followers of Christ. As a consequence, Biblical principles that guide teaching, learning and assessment require that student evaluations and assessment must conform to Christian practices, which not only recognize, but also affirm Christian values (Anthony, 2011). This is accomplished by respecting the worth and dignity of all students. Effective assessment and testing according to Biblical principles also requires the provision of successful experiences to all students regardless of their skills, competences and aptitudes. On the other hand, the universal tests and assessments presented to students based on legal and societal expectations are contrary to Biblical principles. Biblical principles require that all tests and assessments should be compassionate and just in nature through the provision of varied opportunities through which students can demonstrate their learning. In addition, Biblical principles aim at fostering life-long learners or students, as well as recognizing the Go-d-given abilities of all individuals to learn and grow through the course of their lives. This principle is led by the assertions of Proverbs 22 that Christian leaders should demonstrate prudence with regard to preparing for challenges, which lie ahead (Anthony, 2011). Assessment and testing that fosters life-long students is one way through which Christian instructors can prepare students for challenges. Conversely, while the basic premise behind universal student assessment and testing as provided by legal and societal expectations is to examine students’ grasp of classroom material and content, Christian instructors aim at training their students regarding proper decision making. Legal and societal expectations on universal testing and assessment aim at increasing student participation by addressing the needs of students through customized testing strategies. However, while theoretical bases for universal designs of testing and assessment are well established, minimal practical information is present to enable test developers create and implement effective assessment. However, Biblical principles require reflections on the holistic nature of testing and assessment in order to integrate the nature of both learning and faith formation. Proverbs 21: 29 provides that Christian leaders are mindful of giving matters sufficient consideration and reevaluating their decisions when needed (Anthony, 2011). This means that test givers must constantly reexamine their assessment and testing decisions in order to provide students with relevant tests and assessments, which not only examine their skills, but also gauge their decision making abilities (Davies, 2000). However, Biblical principles argue that so as to guarantee that tests and assessments are reliable and valid and that they result in the improvement of student learning, instructors must utilize assessments strategies that are equitable for all students (Clarke, 2001). Equitability cannot be attained through standardized and universal testing since all students have different levels of skills, aptitudes and capabilities. The provision of equitable tests, according to Biblical principles, means testing and assessing students on the basis of their skills and abilities. However, legal and societal expectations seek to assess students’ skills and abilities based on standardized tests, which do not consider differences in students’ skills and competences. Fairness and equitability in testing and assessment is of fundamental importance to Christian teachers and testers. This includes supporting students such as those with special educational needs (Black & Harrison, 2001). Additionally, while societal and legal expectations require instructors and testers to tailor tests and assessments to the classroom material and content, Biblical principles require instructors to plan assessment based on curriculum instructors, as well as learning goals. Such planning also seeks to relate curriculum expectations to the learning styles, interests, needs, experiences and preferences of all students. With regard to test givers and assessors, legal and societal expectations only require that these individuals use their professional knowledge and skills in terms of setting tests and grading students’ scores. On the other hand, Biblical principles consider instructors or teachers as more than mere testers and assessors. Teachers are considered as Christian leaders who have the duty appreciate the importance of seeking wisdom rather than mere knowledge. Proverbs 8: 12-36 requires teachers as Christian leaders to use wisdom in all aspects of their lives, including instruction and assessment (Anthony, 2011). This wisdom does not merely emanate from knowledge from instruction and learning, but also from the wisdom the Lord grants. Biblical principles also argue that so as to guarantee that tests and assessments are reliable and valid and that they result in the improvement of student learning, instructors must utilize assessments strategies that are equitable for all students. Additionally, Biblical principles require assessment strategies to be communicated clearly to parents and students at the start of the course or school year, as well as other relevant point during the school year. However, a common feature of testing and assessment under both societal and legal expectations and Biblical principles include the use of assessment for, of and as learning. This means that, under both perspectives, assessment refers to the process through which instructors and testers gather information, which accurately reflects how effectively students achieve curriculum expectations in the course or subject (Black & Harrison, (2001). Teachers utilize an array of assessment strategies to gather information regarding student learning. These strategies typically include student-teacher conversations, student products and observations. However, it is clear that Biblical principles differ significantly from societal and legal expectations. References Anthony, M, J. (2011). Exploring the history and philosophy of Christian education: Principles for the 21st Century. Oregon: Wipf & Stock Publishing. Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher’s role in formative assessment. School Science Review, 82 (301), 55-61. Clarke, S. (2001). Unlocking formative assessment. London: Hodder and Stoughton. Davies, A. (2000). Making classroom assessment work. Courtenay: Connections Publishing. Gregory, G., & Chapman, C. (2002). Differentiated instructional strategies. California: Corwin. Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(The Controversial Issue of Student Testing and Assestment Essay Example | Topics and Well Written Essays - 1250 words - 1, n.d.)
The Controversial Issue of Student Testing and Assestment Essay Example | Topics and Well Written Essays - 1250 words - 1. https://studentshare.org/education/1802271-the-controversial-issue-of-student-testing-and-assestment
(The Controversial Issue of Student Testing and Assestment Essay Example | Topics and Well Written Essays - 1250 Words - 1)
The Controversial Issue of Student Testing and Assestment Essay Example | Topics and Well Written Essays - 1250 Words - 1. https://studentshare.org/education/1802271-the-controversial-issue-of-student-testing-and-assestment.
“The Controversial Issue of Student Testing and Assestment Essay Example | Topics and Well Written Essays - 1250 Words - 1”. https://studentshare.org/education/1802271-the-controversial-issue-of-student-testing-and-assestment.
  • Cited: 0 times

CHECK THESE SAMPLES OF The Controversial Issue of Student Testing and Assessment

Is Spanking an Effective Deterrent for Bad Behavior

The evidence in this paper will show a balanced assessment of the issue followed by a fair a reasonable conclusion that spanking, when applied judicially, is not detrimental, but in fact can be a positive and useful tool in the correct circumstances.... Spanking as a Deterrent for Bad Behavior University Name Spanking as a Deterrent for Bad Behavior Introduction Studies against Spanking Studies supporting Corporal Punishment Conclusion Spanking as a Deterrent for Bad Behavior Introduction Corporal punishment, or spanking children as a form of behavior modification, has always been a hotly contested topic, both across the family dinner table and among educators the world over....
6 Pages (1500 words) Research Paper

Driver Responsibility Law

The Driver Responsibility Law requires the monetary assessment of the drivers who are found guilty of a particular traffic offence, or have gathered at least seven qualifying points upon the driving records.... 20 June 2012.... The Driver Responsibility Law The Driver Responsibility Law, or the Public Act 165 of 2003 was implemented on 1 October 2003, ad was subsequently amended first by the Public Act 52 of 2004, and secondly by the Public Act 460 of 2008....
6 Pages (1500 words) Essay

Classroom Grading

The main questions concern objectivity of grading and criteria developed and applied by educators. … Research studies (Blanke 1999) show that there is a mandate to change grading and assessment criteria in order to provide fair and unbiased analysis and evaluation of students' performance.... Research studies (Blanke 1999) show that there is a mandate to change grading and assessment criteria in order to provide fair and unbiased analysis and evaluation of students' performance....
2 Pages (500 words) Essay

Statistical Methods In Psychology

The paper "Statistical Methods In Psychology" is concerned with the use of statistical methods and is not meant as an assessment of research methods in general.... This report is concerned with the use of statistical methods only and is not meant as an assessment of research methods in general....
5 Pages (1250 words) Essay

The Role of Testing and Assessment in Small Business

The role of testing and assessment in small business is important because it is important that all people within a business understand how to work together.... T One challenge to testing and assessment in business is the fact that testing of any kind is controversial because the perception of testing is that it is used to keep certain types of people out of an... An ethical issue is that sometimes we are asked to do testing that no one is qualified to do....
1 Pages (250 words) Essay

Protecting Young Children's Welfare

With reference to National Society for the Prevention of Cruelty to Children NSPCC, a multi-professional approach is needed to offer believable consultation and assessment of any child in need.... y first actions as a practitioner: As an early childhood practitioner, it would amount to mere speculations if I should make my decision without first of all undergo the assessment of Sarah's behavior.... This modality will produce well-rounded assessment using professionals from the educational, social and health fields to monitor Sarah and document their findings to help map out the best strategy required to solve the girl's problems (NSPCC 3-25)....
4 Pages (1000 words) Essay

Discuss the problems created by high stakes testing, and give testing alternatives

There has been a lot of controversy in regard to high-stakes High stakes testing: Problems and alternatives May 31, High-stakes testing: Problems and alternatives A high-stakes test is a test that results in an important decision based on the results of the test by the test taker, such as a diploma from an educational facility or the license to practice a profession without resorting to applying for a job in someone else's place of employment.... There has been a lot of controversy in regard to high-stakes testing, with numerous problems being pointed out over the unreliability of high-stakes testing....
2 Pages (500 words) Essay

The Driver Responsibility Law

The Driver Responsibility Law requires the monetary assessment of the drivers who are found guilty of a particular traffic offense or have gathered at least seven qualifying points upon the driving records.... The Driver Responsibility Law should be annulled because of four prime reasons; this Act allows the government to take advantage of people, there is a lot of subjectivity about the amount an individual has to pay for a certain offense, it allows the government to add fees on the ticket, and it provides the police officers with a way to issue people tickets for no sound reason....
6 Pages (1500 words) Coursework
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.
Contact Us