Have you ever felt that class assessments feel like a huge burden? Often we use evaluation and assessments interchangeably. Teachers and professors often still use the same stringent assessment practices. These are traditional practices that do not add value to the student and rather burden them and prove to be unsuccessful in today’s modern education system.
While taking assessments, there are a lot of misunderstandings and mistakes. The basic concept of assessment in itself is often misunderstood. Which are such mistakes you ask? Let me tell you the 4 most common ones:
- Assessment is the same as evaluation – Often educators use these 2 terms interchangeably. The key difference between the two is the grading and feedback system. Assessment involves detailed feedback on defined learnings, whereas the evaluation involves giving grades for a particular submission based on specific criteria. The grading of assessments is not ideal. Feedback should be given on the work so as to clear the students understanding and concepts rather than burdening them with the pressure to score.
- Assessment is only a one-way communication – I am sure we all have simply got grades and suggestions from our faculty. Yes, in most cases this is the way both assessments and evaluations take place. In fact, it should be the opposite. While returning an assessment there should be an interaction between faculty and students so as to clear the understanding and increase the efficiency of both. This will lead to better learning. This is one of the most common mistakes.
- Assessment is carried out for grading – There are evaluations for graded work. Assessments should not be added to it. This only increases the burden of scoring on the students rather than effective understanding. When a student gets some marks or words on the assessment they tend to lose focus on the learning and understanding and rather focus on scoring which is not the aim of undertaking assessments.
- Late submission should lead to a deduction in marks – The faculty cuts marks for late submission so as to make the students more punctual. It is necessary to inculcate these good habits of punctuality and time management in students. However, students shouldn’t feel more burdened due to these deadlines. If a student submits work today, it will be the same tomorrow. Late submissions can have different consequences. But the assessments should only show the student’s work and not reflect other factors associated with it.
If given the freedom and authority, a lot of educators would conduct their assessments differently and creatively. They would be far more productive, fruitful, and would add a lot of value. The positive feedbacks, without the pressure of grades, would invariably improve efficiency, productivity, and learning of students.