Historically, assessments in the classroom have always been a key section of education in different cultures, because they can be used as an indicator of the success of knowledge for both educators and learners. Based on this consideration, an increasing number of educators began to reassess different types of assessments in order to fulfill their increased needs to leverage teaching practices, so they can optimize student achievement. As a high school mathematics teacher, I grew up with different styles of assessments from different cultural backgrounds. I would like to talk about the purposes and efficiency of these assignments.
Summative assessments such as tests and exams are one of the most necessary assessment methods in my current classroom because scores provide direct feedback on the student's periodic learning outcomes. Especially for mathematics, each class has learning objectives that contain both explicit content knowledge and expected students’ skills. Selwyn, N. (2011) asserts that learning is a quantitative increase in knowledge. The test scores show evidence of students acquiring increasing numbers of knowledge.
Quizzes and tests are exceptional assessments in the classroom, but too many quizzes and tests can cause students to resist, and it may become a demotivator in learning, which has a strong connection to behaviorism. Behaviorism really focuses on the physical stimuli in the classroom that affect a student’s ability (Clark, 2018). The test pressure and the disappointment become the catalyst for diminished interest in learning. An alternate way of testing could also be a superb addition to classroom assessments. For example, giving students answers and asking students to discuss in small groups whether they understand these topics also allows students to review and consolidate their knowledge. This is also an assessment that has the same effect as the unit test, but it is more acceptable to most students because they will not fail, and cannot reduce the anxiety level that can be caused by examination.
Standardized tests are evolutionary versions of tests. The earliest standardized test dates back to the Han Dynasty. Its purpose is to differentiate student levels, and select talents, not for the development needs of students. Even though standardized tests are controversial in recent discussions, for the admissions office, standardized tests are also considered one of the crucial criteria in students' profiles, because admissions offices don’t know students’ personal strengths and personalities like teachers do. That makes standardized tests use a straightforward way to select students with acceptable levels.
Formative assessments such as in-class discussions, and class observations encourage students to engage in learning, so teachers can support student achievements. My favorite way to assess students formatively is to give students exit tickets in each class. I can use the ticket to monitor students' comprehensive level, and use this as a piece of evidence to put into my evidence folder to make my future plans.
Thanks to the development of technology, unconventional assessments are emerging as promising strategies for educators. An unconventional assessment can be either a formative assessment or a summative one. Technology quickly completes the work that should be completed by educators using new platforms, and presents them with new functions, bringing a new experience to teachers and students. These highly interactive features allow teachers not only to survive the COVID-19 pandemic but also to better understand their students in future learning.
Overall, each type of assessment can be used as an indispensable tool to achieve learning and teaching goals. The balance between students' needs and various types of assessments becomes the key to success in education. On the other hand, the imbalance may become an unstable element in teaching and learning and may cause various performance problems for students. As educators, in order to achieve a healthy growth trend for our students, the most suitable teaching method must be determined by the amount of each assignment. It is important for educators to keep in mind the purposes of assessment and to improve continuously in order to make teaching at a higher level.
References
Selwyn, N. (2011). Education and technology : Key issues and debates. Bloomsbury Publishing Plc.
Clark, K. R. (2018). Learning theories: behaviorism.