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The Nature of Assessment
Assessment is the first step in the evaluative process which is designed to determine the efficacy of some treatment. When we think of assessments, we typically think of tests given to measure some achievement on a course of materials, or how well the participants in the course of materials have learned what the objectives of the course outlined. Assessments can be in many forms, however, not just tests-projects, group work, and other demonstrations of learning can also serve as assessments. In short, a valid assessment correlates directly to the objectives of the learning, and from the assessment, evaluations are made as to the efficacy of the course materials, the abilities of the learners to show what they have learned, and to map strategies for further learning.
Assessment is important because it is really the only valid way of knowing if learning has occurred. It is also important for making reasonable decisions based on objective measures, rather than subjective assumptions. Assessments assist in learning, measure student progress, and help to evaluate program goals.
In the education field, assessments are a normal part of what teachers and schools do. They assume a high priority, more so since the educational reforms of the 90s. Teacher assessments are used as they have always been, to measure student achievement and to make planning decisions. District and state assessments have taken a much larger role in the educational process, and are used to develop benchmarks for evaluating success at the district and state levels, driving decisions about standards and outcomes. Since NCLB, assessments have been used as motivators and determiners about funding for educational programs, with monetary and other sanctions applied as the strongest motivator to ensure student success. The result is that assessments, rather than evaluating student success, are driving instructional decisions at all levels.
