Assessments of student learning are usually accompanied by tension and nervousness, as they are often rigorous and perceptively hard. Most education systems around the world are made in a progressive tier that narrows don approaching the higher echelons of intellectualism. This requires a means of reducing the number of students that make it to the top of the pyramid. This led to a conception of the separation of grain from chaff theory. Education came to sum up to assessment which acted as a sieve that separated the boys from men in a Darwinian-like survivor is one able to adapt and thus succeeds. This led to the setting of examinations that were only able to allow those intellectually advantaged to climb the pyramid.
Assessments were also taken as gatekeepers to college and advanced education. It was meant to gauge those who are supposedly fit to consume the refined knowledge that lies beyond elementary education. Thus, assessment became rigorous and hard to keep excesses out. Colleges had capacities and therefore, to get the red line that accommodates the capacity of the colleges’ assessment was used to, draw this difficult line.
Assessment, however, was made to be able to gauge the progress of internalization and learning. Quite contrary to its application, it is meant to measure the progress of students and not discriminate then according to their intellectual abilities or keep them out of college (Rettig, 2004, p.97). Assessment should be done to gauge the strong areas and the weak ones of students so as to understand them better and develop more effective ways off administering education to them. Assessments are also meant to inspire hard work among students. When assessments are given students, can evaluate their progress in education, therefore, the purpose is to improve. It allows them to set up goals and strive to achieve these goals through making more effort in class work. In this way, assessments become necessary.
In the contemporary world, assessment has been revolutionized as several researches have enriched education and teaching methods. The realization that talent can interplay with education and improve intellectualism has been incorporated in education presently. Understanding of complications like autism and the development of teaching methods that accommodate these situations have led to a re-evaluation of education itself. Key among the re-assessed factors is difficult assessment (Rettig, 2004, p.97).
Assessment has been re-evaluated to suit contemporary needs and thus pin pointing that difficult and rigorous assessments are unnecessary if education is to be effectively imparted. Assessments should not be something that makes students nervous if it is to be worthwhile. A simple approach to assessments besides tests can be adopted. Tests should be relatively seen as ways of evaluation for both students and stakeholders. It should not turn into a do or die situations, which condemns and discourages failures and exalts those who pass.
High stake assessments should be done away with in the contemporary world and a progressive assessment with various factors e.g. Talent incorporated in the assessment. This is because high-stake assessment rarely projects the true picture of intellectualism as most students either cram or use unscrupulous means and cheat in these assessments (Smith, 2004). The pressure and fear of rigorous assessments make it difficult for students to see beyond the test and acknowledge that tests compliment education and are not education itself.
When students cheat or cram, crumbling to the pressure to pass the assessments, they do not acquire the knowledge their certificates insinuate. They are merely making a farce of the whole system. Today, assessment is no longer a gatekeeper or a means of reducing the number of students in the ascension of the societal pyramid of knowhow but a way to improve the abilities of students through evaluation. Assessments are necessary, but they must not be too rigorous and should be perceived by all stakeholders as an instrument of enhancing education and not the contrary.
References
Rettig, M. (2004). From rigorous standards to student achievement: a practical process. Larchmont, NY: Eye on Education.
Smith, C. (2001). Assessing and Reporting Progress Through Student-Led Portfolio Conferences. Web.