Understanding Student Assessment

Brian Fehlauer

Abstract

In the teaching profession, student assessment and evaluation makes-up a significant amount of the learning experience. At the end of terms or years, students are given final evaluations to determine whether or not they will proceed to the next level.

This project was an interview study of ten secondary school science teachers in one school district in British Columbia. The nature of the study is to understand the attitudes teachers have towards assessment and evaluation, along with the methods of assessment and evaluation that are being used in the classroom.

Education in British Columbia is at a crossroad. Although there has been a paradigm shift from standardized testing to performance-based assessment, the education system is relying on standardized testing more than ever. This study adds to the existing body of literature surrounding student assessment and evaluation.

One of the major struggles in the teaching profession is how to decide on methods of assessing and evaluating students. Assessment and evaluation are major components of teaching. There are, however, many different approaches that teachers can use. Some of these methods are theoretically and pedagogically sound; others are not. Accountability in education is increasing, and the `professionalism' of the teacher will be no longer sufficient to justify marks assigned. Teachers must develop consistent, reliable, and accountable methods of assessing and evaluating students.

In British Columbia, students are gaining more freedom to choose which schools they would like to attend. This freedom creates a competitive environment in which schools must operate. People will often choose to attend certain schools based on information available through the media. This means that provincial exam scores and the foundational skills assessment will carry more weight than was previously the case. Also, since it is possible to break down the marks from each class, teachers will be comparing themselves to other teachers in the school. A major problem with this competitive environment is that teachers will begin `teaching to the test' rather than focusing on the learning process. In the same way, teachers are often assigned teaching loads based on their students' performance. This places more pressure on teachers to have their students perform well on assessments that are recognized in the media. All of these factors play an integral role in the attitudes teachers have towards assessment, along with the methods they use in their classrooms.

The literature suggests that there is a paradigm shift in education surrounding the assessment and evaluation of students. Schools are moving towards a performance-based system of education. As accountability increases in education, teachers will find ir necessary to be more aware of methods of student assessment and evaluation. The performance-based system of education has been gaining support and validity in recent years. The fact that students seem to be learning more and performing just as well, if not better on standardized tests suggest that this system of education is not a fad but a solid fundamentally and pedagogically sound system of instruction and assessment.

The purpose of this study was to understand what methods of student assessment teachers are using in their classrooms, along with the reasons they are using those methods. The study was conducted from a perspective of an observer. As a secondary schools teacher, I along with other colleagues often attend workshops on new methods of assessment. These workshops are often full of great ideas, but teachers seldom change their current teaching practices. The major question is, "Why do teachers continue to use current practices?" The answer may indicate a fear that new methods will not work, or that external pressure to assess students in a certain way is being placed on teachers. This pressure may be in the form of school or department policy, or it may come in the form of standardized testing. In this study, I wanted to uncover some of the reasons why teachers assess and evaluate the way they do. My desire was to discover the impetus for what was transpiring in the classroom.

Participants in this study were asked ten questions. They were as follows:

1. In your view, is student assessment an important part of the learning process? If so why?

2. In what ways does student assessment play a positive role in the educational experience?

3. In what ways does student assessment play a negative role in the educational experience?

4. Describe what student assessment `looks' like in your classroom. In other words, give some examples of how you actually assess students.

5. How do you decide on which methods of assessment you will use?

6. Are there any provincial, district, or school policies that influence you assessment or evaluation practices?

7. In your opinion, do standardized tests enhance or hinder the learning environment? Why?

8. In what ways are standardized tests useful?

9. What do you know about performance standards as a method of assessment?

10. In your opinion, which is more beneficial to student learning, standardized tests, or performance-based evaluation? Why?

The first three questions in each interview were used to uncover general attitudes and feelings that these teachers had about student assessment. The remaining seven questions were designed to focus on specific aspects of assessment methods being used in their classrooms.

Student assessment and evaluation has an important role in the learning environment. A significant amount of class time is spent on activities that are assessed and evaluated. It was clear from this study that teachers felt very strongly that assessment and evaluation were very important in the learning process. The differences were in the philosophies teachers employed, and the actual methods they used in the classroom. Some teachers felt that assessment was an important feedback tool for the students; others felt that it was important for the teacher to see how well he or she was teaching. In examining teachers' attitudes toward assessment and evaluation, it became clear that teachers wanted students to have positive learning experiences. The most common answer to the question, In what ways does student assessment play a positive role in the educational experience?, was that it gave positive feedback to students. When discussing the negative aspects of assessment and evaluation, most teachers suggested that both teachers and students often become preoccupied with marks instead of focusing on learning. The pressure of having to obtain a certain mark can lead to frustration if a student is `under achieving'. A student who might enjoy a class may disengage if he or she is consistently receiving low marks.

The participants in this study presented a relatively unified response when discussing methods of assessment used in the classroom. Most of the teachers had used a combination of pen and pencil tests, quizzes, labs, worksheets and other homework assignments. Major differences in philosophies were found in the decisions about why certain assessment methods were used. Some teachers went on instinct as to what they felt was important for the students, some though variety was important, while others mentioned that the amount of time required to mark assignments dictated the types of assignments that were handed out. Finally, one teacher mentioned that preparation for university was a strong factor when deciding on assessment methods.

Policy was another key factor when deciding on assessment methods, especially for teachers who teach grade 12 courses with a provincial exam. The exam is worth 40% of the student's overall mark so the course is designed around the exam. It is difficult to express in words, but teachers spoke about the provincial exam as if there was a great aura surrounding it. The exam seemed to encapsulate and obsess these teachers. This was probably due to the fact that one of the most publicized components of a school is the provincial exam results. Another reason was that teachers are held accountable for the results on those exams. The results may have an effect on whether or not teachers continue to teach those courses.

When the discussion revolved around standardized tests and performance-based evaluation, it appeared that performance standards were not well understood. Some of the teachers mentioned using performance-based assessments in their classrooms even though they did not use that terminology. When the conversation turned to performance standards, some of these teachers stated that they really had never heard of them before, or they did not see them as appropriate for the subject they taught.

It was clear from this study that teachers' approaches to student assessment and evaluation are very individualistic in nature. Even though there were guidelines that each teacher followed, no two teachers used exactly the same approach to assess students. This individuality has implications for the educational system. One of the challenges is to allow all students to have access to equal educational opportunities. At the same time it is important to not restrict individual teachers' creativity and professional skill. The freedom to have a personality factor in the classroom is a valuable aspect in making teachers effective. Too much standardized or pre-packaged education can stifle creativity and decrease student interest.

Along with flexibility and individuality comes accountability. As education continues to change and evolve, the ways in which we teach and assess students also need to change. Standardized testing has been around for many years, whereas performance-based assessment is a relatively new method of assessment. Much of the criticism of performance-based education stems from the fact that many people are unfamiliar with this type of education. The results of this study support the assertion that many of these teachers did appear to be thoroughly familiar with performance-based education.

Changing philosophies in education is difficult. Schools are some of the most traditional institutions we have in our society. While technology has given us many new opportunities in the education system, teachers are still using many traditional methods of assessment and evaluation. We are currently at crossroads in education between old and new philosophies. Standardized-testing allows us to have accountability along with the ability to quickly understand how students are performing on a large scale basis. Performance standards provide us with the ability to allow student to progress and learn at different rates. The debate as to which method is better for education will no doubt continue for many years. As many of the teacher indicated in this study, there are benefits to both methods.

The author:

Brian Fehlauer is a secondary school Science and Physical Education teacher in Chilliwack, British Columbia. He currently lives in Abbotsford, British Columbia with his wife and two children. In his spare time, Brian enjoys a variety of sports and outdoor activities.