"Redefining Assessments: A Controversial Shift from Traditional Testing to Formative Evaluations"

Every student certainly has reasons behind their desire to study either for one particular subject or for other subjects in particular. Some of the goals include getting good grades which has implications for the opportunity to get a higher level of education or a more decent job. This must of course be balanced with the objectives of the assessment given.

Meanwhile, evaluation is a systematic process of collecting, analyzing, and interpreting information to determine the extent to which students achieve learning goals. (Thakur, n.d). Both are important processes in education and greatly contribute to the learning and teaching journey.

In general, there are summative and formative types of tests (Ismail, 2022). I experienced this during my first year at school, both at secondary and university levels. There were various types of formative assessment used and in this case, I was the one being assessed. The assessment instruments that are widely used are class discussions, group projects, and regular short quizzes. Class discussions and group projects help students process the information taught in class and also improve thinking skills and classroom interaction.

In-class quizzes help to test and show the teacher the student's current weather and digest the information taught very well. Low quiz scores indicate that students need to study more and understand the work clearly to improve results. The process used is assessment, which helps students engage in the learning process and gives you actionable data to adjust your learning plans.

Assessment plays an important role in this process, as it offers educators the tools necessary to determine whether students have understood the concepts being taught. However, the term assessment is often misunderstood and its meaning is not always clear (Nguyen, 2021). There are many ways assessment can be done. Although sometimes students may be notified and asked to prepare for an assessment, other times, the teacher may choose to grade the assessment without the student's knowledge.

As a teacher, some of the assessment or evaluation tools I use include homework and written tests, and sometimes, I make students aware of checklists I create to assess their behavior. Providing homework is one way to ensure students have sufficient time to apply the concepts and theories taught at school. When students know their homework will be graded, they will try harder to complete it.

Written tests, on the other hand, encourage students to memorize and apply the concepts taught in class. These tests are useful because they allow teachers to understand the level of each student, who works without additional resources and are independent in their efforts. This allows teachers to identify individual student difficulties and provide differentiated help.

Assessments are often repeated throughout learning, also known as formative assessments, to track student progress over time and adjust teaching strategies as necessary. I typically conduct diagnostic assessments at the beginning and end of the year to measure my students' learning progress. Summative assessments, which occur at the end of the course, require students to revise everything they have learned throughout the year and take practical or written exams.

In my opinion, the most important factor is that assessment cannot be done using just one standard. The inclusiveness factor is one consideration. This is based on the fact that every child is different and cannot be the same; differences include character, personality, needs, abilities, and even subsequent educational goals. This must be the basis for carrying out evaluations or assessments that will be given, whether formative or summative. Apart from that, educators' views must also change regarding these tests. This test is not a period of judgment but a period of feedback for students and educators so they can find the right formulation for an effective learning process that is appropriate to the times.

Reference

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. Formative summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skills. Language Testing in Asia, 12(1), 40. https://doi.org/10.1186/s40468-022-00191-4

The Glossary of Education Reform. (2015). ASSESSMENT. Retrieved from https://www.edglossary.org/assessment/

Thakur, P. (n.d). Evaluation in Education: Meaning, Principles and Functions. Retrieved from https://www.yourarticlelibrary.com/education/evaluation-in-education-meaning-principles-and- functions/89656