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Essay On Assessment And Assessment

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Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our students need require new learning goals; these new learning goals change the relationship between assessment and instruction. Teachers need to take an active role in making decisions about the purpose of assessment and the content that is being assessed.
Using classroom assessment to improve student learning is not a new idea. More than 30 years ago, Benjamin Bloom showed how to conduct this process in practical and highly effective ways when he described the practice of mastery learning (Bloom, 1968, 1971). But since that time, the emphasis on assessments as tools for accountability has diverted attention from this more important and fundamental purpose.
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But as long as we use them only as a means to rank schools and students, we will miss their most powerful benefits. We must focus instead on helping teachers change the way they use assessment results, improve the quality of their classroom assessments, and align their assessments with valued learning goals and state or district standards. When teachers' classroom assessments become an integral part of the instructional process and a central ingredient in their efforts to help students learn, the benefits of assessment for both students and teachers will be
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