Introduction
The article by Rick Stiggins is a great example of how the innovative approach with sound-minded evaluation can influence the old-school system of values and principles. The idea of the educational system and its approaches is greatly underlined in the article. This touch is presupposed with the fact that assessment does not play a grave role in terms of the learning process. This framework is more emphasized with the contemporary value of knowledge and studying as a mere benefit for a student without even any attempts of teachers and professors to check it. The role of assessment, in particular, is rather high for the educational process. No one can say that public institutions have no significance for the real challenges with which would-be specialists will face once.
Attitude to the tests
The author’s attitude to the concept of exams or tests has an original assertion when he admits that “good instruction will result in higher scores” (Stiggins, 2004, p. 23). Thus, the role of professors is still more significant to drive the process in the right direction. Governmental investments in the provision of testing within the educational establishments of different levels surpassed the national program of students’ general potential at the time. On the other hand, as Stiggins admits, it harmed those who suffered from standardized enforcement from the side of teachers without taking into consideration the differences which may emerge in a multinational society. Hence, it is vital to grab more attention to the importance of the assessment for all students. Also, the point on teachers’ flexibility while providing a scope of information as of the right motivation for doing the assessment is outlined.
United States educational system analysis
The author in terms of the beliefs of those who work in the educational system of the United States promotes a controversial outlook on the idea of main mistakes while making some assumptions as for testing. Among the mistaken beliefs, the author highlights four. The first one points out that high-stakes standardized tests are good for the motivation of students. The practice showed another reality because high-stakes tests without previously provided classroom assessments will make students struggling with their education. The second mistaken belief concerns the idea that instructions of adult people will promote students’ learning and effectiveness in studying. Students in most cases are apt at decision making, and their information requirements are growing now and then. The third mistaken belief suggested an idea that instructional decisions once a year are helpful for the provision of the teaching and learning processes. The reality shows that instructional approaches are quite more efficient when supposed in the classroom while making assessments of different types. More impacts on students’ effectiveness in learning can be outlined with the day-to-day work in the class. Furthermore, such presupposition allows students to release themselves in the process of mutual educational work with a teacher and peers as well. The fourth mistaken belief is that teachers and administrators should follow the patterned way of sound assessment practice. In reality, such an approach contradicts the notion of professionalism lack. Stiggins provides a strong argument that professional teachers should be ready for any challenge in classroom assessment practice.
Conclusion
The author provides also a solution for the current situation. He proposes the building of new beliefs around the assessment practice within the classroom with the last innovative approaches where the balance in teaching is the major constituent.
Reference
Rick Stiggins, “New Assessment Beliefs for a New School Mission,” Phi Delta Kappan, Vol. 86, No. 1, 2004, pp. 22-27.