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Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
195
The practice has also been shown to reduce the validity of standardized
tests, and can create an incorrect profile of a student's achievement. Dr. Louis
Volante, an associate professor at Brock University, observed that test scores
are, for many reasons, not necessarily a fair indicator of a student’s ability.
Some students who master class materials through homework or study may not
succeed in testing environments due to a lack of test-taking skills.
On the other side, a WNBC-TV senior correspondent named Gabe
Pressman expressed that benchmarks for standardized tests sometimes can be
affected by political pressure. In many cases test scores are dumbed down to
achieve the forecasted figure; as a result, improvement in standardized tests
result does not always represent students’ real levels of skill.
W. James Popham, an emeritus professor at University of California
Graduate School of Education Studies, also claimed that standardized tests are
not a fair game to students with different backgrounds. The high-stake exam
would be a larger challenge to international students, who probably have had
different class materials and learning methods. If the teaching to the test still
exists in U.S. education system, the drop rates of new immigrants are likely to
be high.
A 1989 study on teaching to the test evaluated the ethical "continuum" of
the practice, and identified seven practice points, ranging from most to least
ethical:
General instruction on local objectives
Instruction on general test-taking skills
Instruction on objectives generally measured by standardized tests
Instruction on objectives specific to the test used
Instruction on objectives specific to the test used and using the same format
Instruction using a released test or a "clone" test that replicates the format
and content of the test used
Instruction using the test to be used, either before or during test
administration
The study concluded that the ethical boundary fell between points three and
five, with points one and two being ethical and points six and seven being
unethical.
Assessment is an integral part of instruction, as it determines whether or
not the goals of education are being met. Assessment affects decisions about
grades, placement, advancement, instructional needs, curriculum, and, in some
cases, funding. Assessment inspire us to ask these hard questions: "Are we
teaching what we think we are teaching?" "Are students learning what they are
supposed to be learning?" "Is there a way to teach the subject better, thereby
promoting better learning?"
Today's students need to know not only the basic reading and arithmetic
skills, but also skills that will allow them to face a world that is continually
«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
196
changing. They must be able to think critically, to analyze, and to make
inferences. Changes in the skills base and knowledge our students need require
new learning goals; these new learning goals change the relationship between
assessment and instruction. Teachers
need to take an active role in making decisions about the purpose of
assessment and the content that is being assessed. Reflection on student
accomplishments offers instructors insights on the effectiveness of their teaching
strategies. By systematically gathering, analyzing, and interpreting evidence we
can determine how well student learning matches our outcomes / expectations
for a lesson, unit or course. The knowledge from feedback indicates to the
instructor how to improve instruction, where to strengthen teaching, and what
areas are well understood and therefore may be cut back in future courses.
Effective assessment provides students with a sense of what they know and
don’t know about a subject. If done well, the feedback provided to students will
indicate to them how to improve their performance. Assessments must clearly
match the content, the nature of thinking, and the skills taught in a class.
Through feedback from instructors, students become aware of their strengths
and challenges with respect to course learning outcomes. Assessment done well
should not be a surprise to students. There are generally two forms of student
assessment that are most frequently discussed in the scholarship of teaching and
learning. The first, summative assessment, is assessment that is implemented at
the end of the course of study. Its primary purpose is to produce a measure that
“sums up” student learning. Summative assessment is comprehensive in nature
and is fundamentally concerned with learning outcomes. While summative
assessment is often useful to provide information about patterns of student
achievement, it does so without providing the opportunity for students to reflect
on and demonstrate growth in identified areas for improvement and does not
provide an avenue for the instructor to modify teaching strategy during the
teaching and learning process. Examples of summative assessment include
comprehensive final exams or papers. The second form, formative assessment,
involves the evaluation of student learning over the course of time. Its
fundamental purpose is to estimate students’ level of achievement in order to
enhance student learning during the learning process. By interpreting students’
performance through formative assessment and sharing the results with them,
instructors help students to “understand their strengths and weaknesses and to
reflect on how they need to improve over the course of their remaining studies.”
Pat Hutchings refers to this form of assessment as assessment behind outcomes.
She states, “the promise of assessment—mandated or otherwise—is improved
student learning, and improvement requires attention not only to final results but
also to how results occur. Assessment behind outcomes means looking more
carefully at the process and conditions that lead to the learning we care about…”
(Hutchings, 1992, pg. 6, original emphasis). Formative assessment includes
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