MODULE 1: PURPOSEFUL ASSESSMENT

SELF ASSESSMENT:

In this module I reassured that there is empirical and historical theory that SELF-ASSESSMENT is

one of the best ways to promote learning quality. I have been using it myself for over a decade; but have realised that my attempts were mostly to empower students to self-assess specific tasks and have done very little or nothing to self-assess a course in a more global aspect as Todd (2002) mentions in his article. Another challenge is to see how self-assessment, commonly (at least by me) used as part of formative assessment, can be considered or used for evaluation (grading) as well.

So, I think, it is not enough to have been hearing a lot about the use of Portfolios, but that it is high time to put into practice and validate how this can work in more specific interventions in the country as a tool for students to self-assess a course/ a term/ a school year/ more globally.

Here is the link to the article Todd wrote about Self-assessment:USING SELF ASSESSMENT FOR EVALUATING

PURPOSEFUL ASSESSMENT

The article highlights how the use of tests on their own is not the best thing to do if we intend to assess students. There are different elements that Norris (2012) considers like:

• Focus on assessment in general,  not only on tests
• Be clear about the purpose for using a test
• Who uses the test information? students, students’ families, school administrators, curriculum planners, funding agencies, future employers, and university admissions officers. 
• What is being tested? It should be a good match with the skills and/or content that students have learned. 
• What is the purpose of the test? It should be a good match with the learning goals. 
• What is the effect of the test on the course or program?
• Evaluate (measure) the results of assessment

To me the efforts to implement the New National Curriculum (CNEB) in Peru have provided general perspectives of what Formative Assessment is, and might be failing to give specific guidance to teachers on how to do this in the different areas or subjects.

We are all hearing of Formative assessment and many a teacher may conclude that tests are invalid now. The article Norris wrote provides the framework on how tests must be carefully thought of. Tests do not happen when I feel like, because this is what we always do in this time of the year or alike reasons; instead there is a lot behind a test and it needs to be explicitly organised, communicated and measured on its impact. 

Here is the link to the article Norris wrote about Purposeful assessment: PURPOSEFUL ASSSESSMENT ARTICLE