David James And Fleming 's Assessment For Learning Essay

David James And Fleming 's Assessment For Learning Essay

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In another journal titled “Agreement in Student Performance in Assessment”, David James and Scott Fleming hypothesize that assessment should be ‘fit for purpose’. This means that all exams should have a balance between “the context, the students, the level, the subject and the institution” (32). James and Fleming also express the importance of feedback in assessment. According to the authors, assessments are more focused on the correct answer and the corresponding letter grade than with innovative assessment (32). Sally Brown comes up with what she believes is a solution to the problems of assessment. In her article, “Assessment for Learning”, she says, “We need to consider not just what we are assessing and how we are doing it (particularly which methods and approaches), but also why — our rationale for assessing any particular occasion and in any context” (81). Professors need to motivate students, to encourage activity, and most importantly, to provide guidance and feedback for remediation and grading.
All three of these journals recognized the negative effects of traditional assessment and the negative consequences it has for students and their learning. In different ways, they all came to the conclusion that exams are not a reliable measure of students’ performance. This raises question about the SAT and American College Test students take for college admissions. These are standardized exams that are used as a predictor of how successful students will be in higher education. However, considering all the concerns with standardized testing, do the SAT/ACT accurately & fairly test students ' knowledge?
To accurately answer this research question, it is imperative to use an appropriate research method. When assessing if the SAT...

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...f research that help protect the research participant while simultaneously keeping the research factual and genuine.
As with all research, there will be foreseeable critics. These critics consist of people who are directly involved in our education system like teachers and professors. Other possible critics include those who support standardized tests and believe the benefits outweigh the negatives. However, this research is not meant to discredit or scrutinize the education system, but rather show how it can be improved. Standardized testing has room for only right and wrong answers, it promotes temporary “learning”, puts unavoidable stress and anxiety on students, and produces inadequate scores. Through this research we want to emphasize the importance of learning and showcase how standardized tests measure only a small portion of what makes education meaningful.

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