Traditional Assessments Build On A Deficit Model Of Learning

Traditional assessments build on a deficit model of learning that aims to remediate deficiencies in order to orient and sort students (i.e., examinees), determining the effectiveness of learning that occurs (Struyven De Meyst, 2010). Assessment, from this tradition, is thought of as an activity to determine how well individual examinees can perform or recall what they have learned. This tradition is, epistemologically speaking, based on the empiricist and/or positivist model of knowledge (Anderson, 1998; Shepard, 2000; Schwartz Areana, 2013), which views knowledge as an objective truth (i.e., product, observable outcome/evidence). The goal of instruction thus is to teach or deliver these presumed truths to the individuals by employing†¦show more content†¦Many studies have reported that a misalignment between instruction and assessment is a central problem for the current assessment theory and practice (Fleer Richardson, 2009; McLaughlin Vogt, 1996), thereby calling for a n alternative assessment in concert with the current curriculum. In the rest of this section, I will bring to bear on two big trends in the research on assessment in education to address the problems listed above—i.e., a reconceptualization of assessment in education and a development of an alternative assessment practice. First, many researchers have paid a great deal of attention to the reconceptualization of assessment in education, with the hope of moving to an assessment reform in a conceptualized level. After Black and Wiliam’s (1998) comprehensive review of formative assessment, the assessment research literature has begun to focus on the interrelation between assessment and learning in service of assessment for learning (AfL). Such the concept of AfL had a great impact on assessment and learning practice in manners that promote and nurture feedback-oriented assessment practices in the classroom, such as self-assessment, peer-assessment, portfolio assessment, etc., with the goal to support students’ mastery learning. Fo llowing by the notion of AfL, Dann (2002) and Torrence (2007) went so far as to argue that we have moved from ‘assessment for learning’ to ‘assessment as learning.’ Dann (2002) particularly asserted that â€Å"assessmentShow MoreRelatedAnalysis Of Wood Thompson ( 1980 )1297 Words   |  6 PagesWood Thompson (1980) presented some guidelines for improved staff development by identifying important factors pertinent to adult learning. 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