The Controversial Issue of Student Testing and Assessment - Essay Example

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