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Assessing Learners
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Assessing Learners
CHILD DEVELOPMENT AND PEDAGOGY
ASSESSING LEARNERS
Any meaningful report on the quality and extent of a child’s learning needs to be comprehensive. We need a curriculum whose creativity, innovativeness and development of the whole being the hallmark of a good education makes uniform tests that assess memorised facts and textbook-based learning obsolete. We need to redefine and seek new parameters for and ways of evaluation and feedback. In addition to the leamer’s achievements in specific subject areas that lend themselves to testing easily, assessment would need to encompass attitudes to learning. interest, and the ability to learn independently
ASSESSMENT IN THE COURSE OF TEACHING
Preparing report cards is a way for the teacher to think about each individual child and review what she/he has learnt during the term, and what she/he needs to work on and improve. To be able to write such report cards, teachers would need to think about cach individual child, and hence pay attention to them during their everyday teaching and interaction. One does not need special tests for this: learning activities themselves provide the basis for such ongoing observational and qualitative assessments of children. Maintaining a daily diary based on observation helps in continuous and comprehensive evaluation. An extract from the diary of a teacher for a week notes the following: “Kiran enjoyed his work. He took an instant liking to the books that were informative and brief. He says that he likes simple and clear language. In noting down facts, he goes for short answers. He says that it helps him understand things easily. He favours a practical approach Similarly, keeping samples and notes of the child’s work at different stages provides both the teacher and the learner herself or himself with a systematic record of his/her learning progress. learning difficulties to then be remediated is often very impractical and not founded on a sound
The belief that assessment must lead to finding understanding of pedagogic practice. Problems regarding conceptual development cannot and do not wait for formal tests in order to be detected. A teacher can, in the course of teaching itself, come to know of such problems by asking questions that make children think or by giving them small assignments. She can then attend to them in the process of teaching-by ensuring that her planning is flexible and responsive to the learners and their learning.
CURRICULAR AREAS THAT CANNOT BE TESTED FOR MARKS’
Each area of the curriculum may not lend itself to being ‘tested’: it may even be antithetical to the nature of learning in the curricular area. This includes areas such as work, bealth, yoga, physical education, music and art. While the skill-based component of physical education and yoga could be tested, the health aspect needs continuous and qualitative assessments. Currently, this has the effect of making these subjects and activities ‘less important in the curriculum; these areas are inadequately provided for in terms of material resources and curricular planning. and marked by a lack of seriousness. Further, the time allocated for them is also frequently sacrificed to accommodate special classes. This is a serious compromise with parts of the curriculum that have deep educational significance and potential.
Even if marks cannot be given, children can be assessed for their development in these areas. Participation, interest, and level of involvement, and the extent to which abilities and skills have been honed, are some markers that can help teachers to gauge the benefits of what children learn and gain through such activities. Asking children to self-report on their learning can also provide teachers with insight into children’s educational progress and give them feedback on improving curriculum or pedagogy.
DESIGN AND CONDUCT OF ASSESSMENT
Assessments and examinations must be credible, and based on valid ways of gauging learning.
As long as examinations and tests assess children’s ability to remember and recall textbook knowledge, all attempts to redirect the curriculum towards learning will be thwarted. First, tests in knowledge-based subject areas must be able to gauge what children have learnt, and their ability to use this knowledge for problem solving and application in the real world. In addition, they must also be able to test the processes of thinking to gauge if the learner has also learnt where to find information, how to use new information, and to analyse and evaluate the same.
The types of questions that are set for assessment need to go beyond what is given in the book. Often children’s Icaring is restricted as teachers do not accept their answers if they are different from what is presented in the guidebooks.
Questions that are open-ended and challenging could also be used. Designing good test items and questions is an art, and teachers should spend time thinking about and devising such questions. The interest and ability of teachers to design good questions can be promoted through district-or state- level competitions. All question papers must be designed graded for difficulty in order to permit all children to experience a level of success, and to gain confidence in their ability to answer and solve problems
Trying to devise a good and effective open-book examination can be a challenge that we must try to take up in our curricular efforts at all levels of school. This would require teachers and examination setters to emphasise the interpretation and application of learning over the arguments and facts that can be located in the book. There have been successful demonstrations that such examinations can be carried out on a large scale, and that teachers can themselves be trusted with moderating the results of such examinations. In this way, the assessment of projects and lab work can also be made credible and sound.
It is important that after receiving their corrected papers, children rewrite the answers and that these are again reviewed by teachers to ensure that children have learnt and gained something out of the ordeal.
Competition is motivating, but it is an extrinsic rather than intrinsic form of motivation. It is, of course, much easier to establish and to manipulate, and therefore frequently resorted to by teachers and school systems as a way of creating and nurturing the drive for excellence. Schools begin ranking children as early as their pre-primary years as a way of inculcating in them a competitive spirit. Such a competitive drive has several negative side effects on learning. Often superficial learning is sufficient to create and maintain impressions, and over time students lose their ability to take initiative or do things for the fulfilment of one’s own interest; hence. arcas that cannot be ‘marked are negative culture, making children consequences for This is unhealthy individualistic and unsuited to team work. There is an absurd and unnecessary importance given to term examinations, often accompanied by extreme arrangements of invigilation and secrecy. While the physical and psychological effects of this may not be readily visible until middle school, they frequently lead to high levels of stress in children, and cause early burnout. Schools and teachers need to ask themselves whether there is really much to be gained out of such practices and to what extent learning requires such systems of marking and ranking.
SELF-ASSESSMENT AND FEEDBACK
The role of assessment is to gauge the progress that both learner and teacher have made towards achieving the aims that have been set and appraising how this could be done better. Opportunity for feedback, leading to revision and improvement of performance, should constantly be available, without exams and evaluations being used as a threat to study
Grading and correction carried out in the presence of students and providing feedback on the answers they get right and wrong, and why. Asking children about why they answered what they did assists Teachers in going beyond the written answer to engage with children’s thinking. Such processes also take away the frightening judgemental quality of marks obtained in a test, and enáble children to understand cakes and focus on their mistakes and learn through these mistakes. Sometimes headteachers object, claiming that correction in the presence of the child reduces ‘objectivity. This is a misplaced concern for stemming from a competitive system that believes in judging children. Such a concern for “objectivity is misplaced in evaluation, which is consistent with educational goals.
Not only learning outcomes but also learning experiences themselves must be evaluated. Learners happily comment on the totlity of their experience. Exercises, both individual and collective, can be designed to enable them to reflect on and assess their learning experiences. Such experiences also provide them with self-regulatory capabilities essential for learning to learn. Such information is also valuable feedback to the teacher, and can be used to modify the learning system as a whole.
Every classroom interaction with children requires their evaluation of their own work, and a discussion with them about what should be tested and the ways of finding out whether the competencies are being developed or not. Even very young children are able to give correct assessments of what they can or cannot do well. The role of teaching is to provide an opportunity to each child to learn to the best of his or her ability and provide learning experiences that develop cognitive qualities, physical well-being and athletic qualities, as also affective and aesthetic qualities.
Report cards need to present to children and parents a comprehensive and holistic view of the child’s development in many fields. Teachers must be able to say things about each child/student, that conveys to them a sense of individualised attention, reaffirms a positive self-image, and communicates personal goals for them to work towards. Whether it is marks or grades that are reported, a qualitative statement by the teacher is necessary to support the assessment. Only through such a relationship with cach child can any teacher succeed in influencing him/her, and contributing to his her learning. Along with the teacher assessing each child, each student could also assess himself or herself and include this self-assessment in the report card.
Currently, many report cards carry information on subject areas and have nothing to say about other aspects of the child’s development, including health, physical fitness and abilities in games, social skills. and abilities in art and craft. Qualitative statements about these aspects of children’s education and development would provide a more holistic assessment of educational concerns.
AREAS THAT REQUIRE FRESH THINKING
There are many areas of the curriculum that can be assessed but for which we still do not have reliable and efficient instruments. This includes assessing learning that is carried out in groups, and leaming in areas such as theatre, work and craft where skills and competencies develop over longer time scales and require careful observation
Continuous and comprehensive evaluation has frequently been cited as the only meaningful kind of evaluation. This also requires much more careful thinking through about when it is to be employed in a system effectively. Such evaluation places a lot of demand on teachers’ time and ability to maintain meticulous records if it is to be meaningfully executed and if it is to have any reliability as an assessment. If this simply increases stress on children by reducing all their activities into items for assessment, or making them experience the teacher’s power then it defeats the purpose of education. Unless a system is adequately geared for such assessment, it is better for teachers to engage in more limited forms of evaluation, but incorporating into them more features that will make the assessment a meaningful record of learning
Finally, there is a need to evolve and maintain credibility in assessment so that they perform their function of providing feedback in a meaningful way
ASSESSMENT AT DIFFERENT STAGES
ECCE and Classes I and II of the Elementary Stage: At this stage, assessment must be purely qualitative judgements of children’s activities in various domains and an assessment of the status of their health and physical development, based on observations through everyday interactions. On no account should they be made to take any form of test, oral or written.
Class III to Class VIII of the Elementary Stage: A variety of methods may be used, including oral and written tests and observations. Children should be aware that they are being assessed, but this must be seen by them as a part of the teaching process and not as a fearful constant threat Grades or marks along with qualitative judgements of achievement and areas requiring attention are essential at this stage. Children’s own self-evaluation can also be a part of the report card from Class V onwards. Rather than examinations, there could be short tests from time-to time, which are criterion based. Term-wise examinations could be commenced from Class VII onwards when children are more psychologically ready to study large chunks of material and, to spend a few hours in an examination room, working at answering questions. Again, the progress card must indicate general observations on health and nutrition, specific observations on the overall progress of the leamer, and information and advice for the parents.
Class IX to Class XII of the Secondary and Higher Secondary Stages: Assessment may be based more on tests, examinations and project reports for the knowledge-based areas of the curriculum, along with self-assessment. Other areas would be assessed through observation and also through self-evaluation
Reports could include much more analysis about the students, Various skill/knowledge areas and percentiles, etc. This would assist them by pointing out the areas of study that they need to focus on, and also help them by providing a basis for further choices that they make regarding what to study thereafter
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