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Principles of Classroom Assessment

Two classroom assessment principles selected are inclusive and equitable assessments and the
manageability of assessed work. These principles were selected as they refer to issues often
raised and never truly addressed by teachers. Teachers are often not in sync with their fellow
colleagues, despite belonging to the same department and teaching the same level. Teachers
often complain about time for assessments and the amount of work completed at varying
points throughout the term, disabling their students to be assessed via the same assessment
tool at the end of the term. Additionally, students often lament about examinations
containing information they were not taught and unable to attempt. The following will
address the two principles and the significance to the teacher’s assessment practice given the
fact that assessment is a part of curriculum delivery as it will highlight the gaps in content
delivery. Teachers must evaluate their work as it relates to the what was learnt by the
student. Assessments are important in motivating the students as they are able to see how
they are performing in a class, they are able to determine whether or not they understand
course and what measures may be taken for success in their academic pursuit.

The two principles of classroom assessment to be discussed are as follows:

I. Assessment should be inclusive and equitable and;

II. The amount of assessed work should be manageable.


i) Assessment should be inclusive and equitable.

The first principle speaks to the inclusiveness and equitability of the assessment. This

concept can be discussed from different angles as it relates to the actual assessment and the

student being assessed.

Firstly, post examination remarks by students often express their inability to understand

the structure and wording of questions, and not being taught content that was present in the

examination.

In discussing this situation with teachers, they would defend the construction of the

examination claiming that it is based on content taught. The discussion would indicate the issue

as not being about what was taught, but what information was understood by the students.

Gathercoal (1995) speaks of assessment as one of the most arbitrary and idiosyncratic

activities that teachers engage in, articulating the issue of assessment practices as being based on

the teacher's perception of the student, the form and content of the course, and the intended

outcomes of the course of study.

This sheds light on the principle of inclusiveness and equitability in conducting

assessments. Inclusiveness speaks to the construction of an assessment that does not

disadvantage any particular group or individual. However, the possibility of constructing an

examination according to the syllabus may in itself be exclusive of the reality of groups and

individuals. As indicated by Gathercoal (1995) assessments can also be arbitrary and

idiosyncratic, which questions the validity and reliability of the results, as they results may be a

reflection of the teacher’s perception of the student and not the student’s capabilities.
Another concern is the assessment of various concepts which may be challenging for

students to comprehend as they exists far away from the student’s reality, but are contained

within the syllabus that teachers are mandated to teach and assess.

To highlight this point I draw on the topic of Humanitarian Law, a topic I have decided to

exclude from my scheme of work due to the inability of students in my care to comprehend.

Various techniques have been attempted to assist them in understanding this concept, to no avail.

When such concepts are included in an assessment, it enters a zone where it lacks inclusivity and

equitability, as my students would not have been taught such a concept.

Therefore an assessment must be inclusive and equitable despite the curriculum. The

students must be equipped with a clear understanding of content that is not strict to the syllabus,

as this gives them a fair chance in their attempt of the assessment.

Students feel demoralised when an assessment is far removed from their understanding and this

may be based on curriculum requirement and not practicality which fails in the attempt to assess

their understanding of concepts.

Gathercoal (1995) states, teachers have a professional, ethical, and legal responsibility to

convey accurately and truthfully their knowledge about their students' academic achievement. As

a result, assessments should provide for equal opportunity, ensuring inclusiveness of class, race,

age, gender, sexual orientation, and disability.


Scott et al. (2013) indicate that assessments must be differentiated to accommodate the

ability, social, cultural and linguistic background of students. Placing responsibility on school

communities to challenge the complacency associated with accepting indefensible assessment

practices. Therefore, constant revision of content and the methods of assessment are

recommended, to ensure inclusiveness and equitability amongst all students.

ii) The amount of assessed work should be manageable

In discussing the second principle chosen I will attempt to address the issue of

manageability of assessed work. This principle encompasses factors such as the number of

students per class and the number of classes to be taught per teacher. Many teachers would

argue about workload as it is a reoccurring topic on most staff agendas. Given this issue

teachers’ time management which is inclusive of time for assessments is quite important.

Assessments should be done periodically and usually recommended on a monthly basis.

In planning lessons the teaching of an adequate amount of content over a four week period is

achievable and that will allow sufficient comprehensible content for an assessment. It should be

scheduled and the students made fully aware of this structure for which they can prepare

themselves.

Some may opt for unscheduled assessments; this however, may be faced with a number

of delays and may never be achieved as the school term is often filled with unscheduled

disruptions that affect the operation of the school along with the assessment.
Assessments can be manageable if scheduled on a structured basis where both students

and teachers incorporate it into their plan and time is allocated to facilitate such. In the event of

any disruptions the assessment is scheduled and an opportune time will be allocated to facilitate

such. Stiggins (2011) recommends student-centered classroom assessments as having the ability

to manage the teacher’s workload given the fact that the results are mainly utilised by the

students.

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