It appears that the knowledge of modern school children is assessed even too frequently – in addition to regular assessments, controls, monitoring at various levels, and verification works are regularly conducted in the classroom. And the top of the system is, of course, the final state examinations.
However, is there anything wrong with the grading system itself? How can it be improved? Viktor Bolotov, a professor at the Institute of Education of the Higher School of Economics, and Igor Valdman, an associate professor at the Siberian Institute of Management of the RANEPA (Russian Academy of National Economy and Public Administration), have presented a list of “harmless tips” for teachers and administrators in the field of school education regarding the assessment of various aspects of education.
Do not confuse assessment goals
All evaluation procedures and tests can be categorized according to the objectives they aim to achieve. Assessment within the classroom (including internal assessments) allows us to track the progress of each student and is an integral part of the learning process.
State examinations are aimed at certifying and selecting students and show that a training stage has been completed and determines whether it is possible to proceed to the next stage. Monitoring studies provide a basis for evaluating individual schools, educational systems at different levels, and for international comparisons.
It is incorrect to use ordinary school grades or state final examination results to evaluate schools and education systems, as this creates the possibility of violations and falsification. As a result, regular assessment procedures and examinations cease to fulfill their intended purpose and adequately determine a student’s or graduate’s level of competence.
Do not rely solely on tests for all purposes
Standardized tests have long been used to solve more problems than simply assessing memory. Through their use, psychometricians can measure critical thinking skills, socio-emotional development, and learning management abilities, among other things.
However, Bolotov and Waldman maintain that the current range of tests available in schools is not unlimited. While these tests assess knowledge, they do not necessarily measure skills. Additionally, it is well known that training can become a form of “test preparation.”
Therefore, experts agree that there is a need for a broader range of assessment methods, including self- and peer assessment within the classroom, expert assessment, portfolio assessment, and demonstration exams during transitions between steps. Sociological surveys can also be used for monitoring purposes. In some instances, it may even be beneficial to abandon standardized measurement altogether.
Rankings should not be used as a basis for punishment or reward
In recent decades, there has been a significant increase in the popularity of rankings of schools, universities, regions, and countries. Viktor Bolotov observed that in some Western institutions, he had seen entire walls decorated with diplomas for top positions in various rankings. However, experts suggest that management decisions should not be based solely on these rankings.
Firstly, it is possible to use a rating if you are a customer of the rating and understand exactly what the rankings represent.
Secondly, you can utilize rating databases or ranking systems. These systems do not provide fixed positions; rather, participants are ranked based on different indicators. This allows for a more targeted evaluation of participants, rather than relying on an average score based on multiple grades.
However, the option of immediately assigning a rating based on the outcomes of a particular assessment would lead to incorrect management decisions that would “punish the innocent and reward not involved,” as Bolotov stated. For instance, the success of school students in competitions can be the result of various factors. It could be due to the dedicated and effective work of teachers with gifted students, or it could be a reflection of the reputation of the school, which attracts students with notable achievements in mass transfers.
