The Concept of Assessments in the Educational Sector - Essay Example

Assessment al affiliation Assessment The concept of assessments in the educational sector has been a contentious issue over the years. Various analysts argue that the entire concept of assessment must be shunned, with the argument that educators have not been keen in administration of the same in the classroom environment. On the other hand, others argue that assessments are monotonous making the teachers develop a notion that the entire concept holds no value. The fact that the administration keeps coercing them to administer numerous tests makes the teachers perform for the sake of the administration, not for the good of the learners. All in all, no form of learning can be successful and useful if the learners are not assessed. Theoretical view of assessment in the school An understanding of the concept of assessment majorly relies on the reasons behind the use of tests on the learners, both by the teachers and learners. In the work by Segers & Tillema (2011), teachers hold the view that assessments are tools that check the performance of the learners; thus, set a ground of what top be taught in the future lessons, while the some of the students hold the view that assessments are beneficial for learning as they check whether concepts have been grasped; others felt that the entire process especially the summative assessment was completely unfair, due to variations in testing. From this study, it is justified to argue that assessments are tools of learning especially when there is a form of balance between summative and formative assessments. Remesal (2011) indicates that assessments, in the view of the teachers have been regarded as a tool that aids in the improvement of the learners grades. The work also indicates that assessments are mere tools for accountability by the school’s administration, and that they may be useless if they are not relevant in the school life of the students. Offering induction to the teachers can be extremely useful in administering tests to the learners, since a great percentage of them take it as a normal activity in the schools’ program; thus, do not give it the utmost seriousness it deserves. In the view of Knauss (2001), the issue of assessment has a lot to do with the importance ascribed by the major stakeholders of education or rather the learning process. The administration has a particular aim, as well as the parents, learners and teachers. In this case, Knauss (2001) indicates that the kind of psychological assessments are the roles of the psychologists that are existent in the school. All tests in this context must be directed to satisfying the needs of the learners by promoting their growth from one stage of learning to another. No matter how complex the assessment may seem, whether verbal or digitalized, the educators must ensure that the entire practice is ethical; in that consent is made from the relevant parties. The concept of tests will have no significance if the educators do not emphasize the value of the tests. The instructors must also show a lot of dedication whilst administering the tests so as the students can give varied results on concepts being tested (Gikandi, Morrowa & Davis, 2011). With value ascribed to assessment procedures, it is possible to not only evaluate the advancement of the learners, but also reflect on the capability of the learners to internalize other concepts through practical tests. Proper administration of formative assessments by the educators would create a situation whereby grasping of concepts will be successful in the long term; thus, successful summative assessments. Sample test PART A 1. Which of the below is not a use of simple machines(1 mark) A. Adjust the direction of force B. Make work trouble-free C. Perform tasking do jobs D. Complicate work 2. Tick the examples of simple machines from the list below(6 marks) A. Wheel B. Axle C. Wedge D. Tin E. Pulley F. Winch G. Stones H. Hockey stick I. Straws 3. Are the following machines? Answer yes or no ( 7 marks) A. Teeter-totter B. Wheel chair C. Nail-bar D. Screw E. Fishing pole F. Utensils G. Computer 4. From the list below, tick third class levers, (7 marks) Fishing pole, a hockey stick, a pair of tweezers, a shovel, an arm lifting a weight, a person using a broom, wheelbarrow, teeter-totter PART B- Practical (15 marks) 5. Using the materials provide create a simple wedge. Materials provided: a piece of Manila paper, pencil, color pencil, cello tape 6. Circle the machine Mr. Weber uses that is related to the wedge (1 mark) A. Lever B. wheel and axle C. Inclined plane D. Screw 7. In the factories, tick the best description on how are pulleys used? (1 mark) A. To move loads while turning a wheel from one side of the pulley B. Moving the object while turning the wheel C. Dragging the object using the rope D. Pushing the object as the wheel moves 8. Tick the forces that machines work against (2 marks) A. Gravity B. Pressure C. Friction D. Power 9. Give to reasons why machines are generally useful for human beings (2 marks) A. --------------------------- B. ---------------------------- 10. Name the three classes of levers (3 marks) A. --------------------------- B. ---------------------------- C.----------------------------- 11. Name two parts of a lever (2 marks) A. --------------------------- B. ---------------------------- (Science test, applicable for Grades 5-8; 10-14years) Assessment evaluation In the course of teaching and learning Science, practical assessments are vital (Nankivell-Aston & Jackson, 2000). This is for the reason that, Science is a practical subject, and practical assignments cannot be alienated from the entire subject. After the completion of practical topic or units, the educator must ensure that they subject the learners to practical to assess their grasping of concepts taught. Just like Language teachers ensure that they test the ability of learners to communicate using the language taught, the same case should apply to the Science educators. In the case of the topic of ‘Making work easier’ in Science, it would be futile that the educators test the concepts of ‘load’ and ‘pivot’ without practical exams for the learners. This practical assignment (part 5 A) checks for competency in the learners as well as promote their interest in the subject. Whilst constructing the wedge, the instructor must check for arrangement of the planes in a manner that ensure the final wedge has three planes (Nankivell-Aston & Jackson, 2000).The fulcrum must lie on the 900 angle. The other part of the wedge must lie on the hypotenuse- the longer side, and lastly, the last part must be on the base. Through this practical, the perception that the learners are well acquainted with the parts of a lever is created. However, the educationalists must be ardent to check that the learners do not consume too much time on the assembling of the wedge, but also respond to the other short and multiple choice tasks. This will permit the educators check whether the learners comprehend the whole idea of simple machines. The appraisal is set in such a way that the topic is evaluated chronologically from the description of the theme of machines to the types of levers. The learners are then evaluated on their comprehension of the functions of the machines in the easement work. With the plentiful examples of machines given in the classroom, the learners must be well endowed with the examples of machines given to them. The choices of tins, utensils have been introduced to check whether the learners understand the concept of machines from an understanding of the parts of a lever; thus, it is not expected that they choose tins and utensils as part of simple machines. The test also introduces the concept of levers, which explains that the learners must be aware of the three types of levers in Science. From the question on identification of third class levers, the learner must not chose either the wheelbarrow, teeter-totter, since they are second class and first class levers respectively. The parts of a lever are also useful in the study of machines and making work easier (Nankivell-Aston & Jackson, 2000). In relation to the perception of both the learners and educators in relation to assessments, this is a good example of a formative assessment that would allow both parties gain. From the chronology of the questions, the educators will have a chance to understand if the concepts are well grasped by the learners or a lot need to be done in the topic or unit. For the case of the learners it is evident that the test will stimulate them to think and apply concepts taught in the class. The question of making the wedge will allow them gain interest in the subject, since learners are aroused by practical subjects. It is evident that this test is definitely, fair for both parties; thus, successful teaching and learning process. References Gikandi, J., D. Morrowa, D. & Davis, E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education 57 (2011) 2333–2351. Knauss, L. (2001).Ethical Issues in Psychological Assessment in School Settings. Journal of Personality Assessment, 77(2), 231–241. Nankivell-Aston, S. & Jackson, D. (2000).Science Experiments With Simple Machines. New York: Franklin Watts, Incorporated. Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27 (2011) 472e482. Segers, M. & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation 37 (2011) 49–54. 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