TOOLS TO STIMULATE CHANGE

Assessment
that Works
1. Metacognition. Meta means beyond and to go beyond cognition means to be aware of
how we think and actively engage in our own learning. For teachers, a metacognitive
approach to instruction will help steer away from spoon feeding students – empowering
them instead to become self-reliant learners:

“Tell me and I forgot. Teach me and I remember. Involve me and I learn.” Benjamin Franklin
Beyond standardized
2. pen-and-paper-tests
Learning Outcomes These are the statements of what the students are expected to
know and do after the learning activity. In short, this is the students’ “take away” from
the course or lesson.

“If you don’t know where you’re going…you’ll end up someplace else.” Yogi Berra

3. Assessment FOR Learning While this ultimately helps the students to achieve learning
outcomes, it is primarily used by teachers to adjust their instruction according to learners’
needs during the course of teaching. Like a captain navigating unpredictable waters, the
teacher during formative assessment becomes well attuned as to how the students are
learning - where they excel and where they have difficulty-- and employ strategies so that
they may “sail” in the right direction.

“Better than a thousand days of diligent study is one day with a great teacher.” Japanese Proverb

4. Ipsative assessment. A student’s achievement or progress wherein he is being

measured by his own standards. How far one has come along instead how they
measure up against external criteria (norm-referenced, criterion-tests) is a powerful
motivating force in encouraging learners to do better. They become masters of their
own destiny.

"I think it’s helpful for all of us to remember that progress and improvement is a useful thing to
measure as well as achievement and competency." John Kleeman

5. Getting to know what students know and what they have achieved go beyond the pen-and-
paper test. Alternative assessment is collecting evidence of how learners use their
knowledge and to add value in the school of life.

“One of the roles of education is to awaken and develop the powers of creativity. Instead, what we have is a
ELOISA JOSE
culture of standardization.” Sir Ken Robinson
WHAT IS then can we bring INEFFECTIVE
out the best in man.
EDUCATION? ASSESSMENT
 Education from its Assessment practices
Latin root “educere” become ineffective when:
means to bring forth they
and by extension to
bring forth the best 1. Fail to align with the
in man. This view learning outcomes
also refers to “the
best” in man 2. When the outcomes
holistically - not only place more value on
knowledge (mind) rote memorization
but body and spirit. rather than critical
thinking
 How we do this –
how we tap the 3. When what it
knowledge and measures has little
talents inherent in or no relevance
everyone so they outside the
can fulfill their fullest classroom walls.
potential – is through
assessment. Thus, GENERALLY,
assessment must TRADITIONAL PEN-AND-
have a broader view PAPER TESTS AS THE
of student learning SOLE, HIGH STAKES
and achievement. BASIS OF STUDENT
LEARNING AND
 The most common ACHIEVEMENT GIVE US
form of assessment ONLY A NARROW VIEW.
we know today is KNOWLEDGE CAN BE
through the DEMONSTRATED OR
traditional pen-and- PERFORMED BEYOND A
paper tests wherein TRUE/FALSE OR
we are reduced to MULTIPLE CHOICE TYPE
one numerical or OF TEST.
letter value. “She’s
an A+ student!” “I Learning is discovery and
got an F. I’m a should be joyful. Science
failure.” In real life, should be theory in action;
this would be akin to information technology is
judging a man by his utilization,; music and the
net worth alone. arts should be experiences
Yes, assessment rather than pieces of
needs to show us information, and deep
competencies. But learning happens when it
why stop there? is a shared experience.

 Let’s open more

doors and even
windows to get a
view of the unique
strengths that each
learner has. Only
MOVING
FORWARD
The principles of
assessment FOR learning,
the integration of teaching
with learning as it happens,
the wide-array of strategies
for it (including authentic
and differentiated
assessments) matter
greatly – as much, if not,
more than “the final exam.”

LIKE THEY SAY,

IT’S THE
JOURNEY, NOT
THE
DESTINATION.
The principles of
assessment AS learning -
a time for reflection, a time
for evaluation of oneself
and peers will also help
greatly in enabling students
to think about thinking.

Pave the way for dynamic

learning environments that
go with the times instead of
sticking to relics of the past
that have outlived their
purpose.

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