Assessment policy


Assessment policy

Assessment policy comprehends a bigger scope on development in terms of results of students, although well designed assessment policies don’t necessarily exclude external ‘neutral’ tests.

The problem with individual result and process neutral formative or summative tests is its uniformication and neglect of very interesting aspects of the learning process or results. The well known figure on the right hand shows this very clear, although it exaggerates the situation maybe also to much in a romantic believing of everything is individual. Assessment policy and the question of unilateral exams for different students

Assessments comprehend the idea that with a richer judgment then a so called ‘objective test’ we can value skills, competences, properties, capabilities/competences etc.

Assessment which address individual qualities better are a way which suits the pedagogical inspiration of teachers. But the way it’s practiced can be a horror for those who have to work with it. Therefore they must be carefully designed:

  • What are the targets to address
  • What are the involvod knowledge, capacities and attitudes and why you make a certain selection of them as relevant to address, whether they are from other faculties of knowledge or transversal.
  • When and how will they be used, how does this relate to the usability for those who have to work with it.

It is part of what we call the economics of accountability because:

  1. It can create space for what we want with education and learning arrangements while
  2. Making the progress transparent and
  3. The results accountable towards its stakeholders towards the future of our children.

Or it can let a system become silted up, creating inaccurate images of development and waste energy and time of teachers and students, up to politicians and governmental agency’s.

What can we do around assessment policy:

  • Analyse the value for accountability of the assessment instruments
  • Co-design assessment instruments/set ups with a higher potential of usability and higher meaning.
  • We like it especially to help in terms of how can we build assessment frameworks that foster a common language between education and business, basic vs. higher education, schools and parents and schools and students (for better participation and involvement).

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