Kindergarten 2nd Periodical Tests – All Subjects with TOS | SY 2023-2024

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Purpose of Assessment

There must also be a fundamental shift in the goal of assessment in the classroom from being used merely to rank students or certify the results of learning, to being used to support students’ learning and enhance instruction. The primary cause of the development of classroom contexts dominated by an exchange value of education where learners engage to delight the teacher or to get good grades rather than to advance a compelling purpose, is the nearly exclusive socially constructed use of tests to compare students with one another and to determine life opportunities.

Students and teachers would agree that determining what makes sense and what doesn’t is a cooperative and desirable undertaking that is necessary for moving on to the next stage of learning in classrooms where involvement in learning is inspired by its usability. To achieve this, more precise concepts of classroom assessment call for students to actively participate in evaluating their own work as well as expectations and transitional steps for progress being made clear to them. It should go without saying that this idealized perspective on assessment is rarely seen in actual practice.

In actuality, efforts to advance this vision of assessment methods must go off against the prevalent paradigm and the strong belief system around scientific measurement. Undoubtedly, all of the changes required demand for new information and significant adjustments to instructional methods. However, modifying assessment practices is the most challenging due to the persistence of external standardized tests and the lack of training most teachers have received beyond the basics of objective writing and familiarity with conventional item formats. These factors make it difficult for teachers to know how to evaluate the understandings of their students.

If both were reformatted in line with the constructivist paradigm, it is crucial to think about how teacher-initiated evaluations should connect to external assessments required by district or national standards. It is common for assessment reform to be advocated without making a distinction between the various assessment goals, despite the fact that it is well recognized that a test’s accuracy depends on how it is utilized. If a test is utilized for a different reason than it was intended, it might not be legitimate.