Effective Assessment: Jump out of Score-centered Assessment



Nowadays, teachers, students, and parents pay too much attention on exams and scores. Does test really help students' learning? As a part of instruction, assessment should not only play a role as a pressure-maker for students. Effective formative assessment also functions as a guide leading students' learning (Black & Wiliam, 1998). Is there any other method that can systematically assess students' academic achievement and meanwhile facilitate students' learning? The answer certainly is yes, and there are a lot. In this mini-course, a new perspective of view of the assessment of test which has been criticized a lot in these decades is presented. It is time to critically reconsider whether testing is a helpful method to help teachers get feedback of their instruction and help students to find weakness in their learning. If yes, how to make full use of it? If not, is there any better method can substitute current testing? This is what we are going to discuss in this mini-course.

By the end of the course, you will be able to

  • Recognize the limitations of traditional assessment like test, and the need to integrate new forms of assessment
  • Classify the different forms of assessment and compare the strengths and purposes of those assessments
  • Design effective formative assessment to facilitate both teachers' instruction and students' understanding and learning

Final exam.jpg

Unit 1: What kind of assessment are you using?


Critically consider the use of test

  • The limitation of test
  • The need of innovation of test
  • Think of the need to integrate new forms of assessment
  • Have preliminary understanding of various forms of assessment

Unit 2: The use of rubric


  • Understand the definition of rubrics
  • Use rubrics in your instructional design

Unit 3: Peer-assessment


  • Understand the definition of peer-assessment
  • Integrate peer-assessment in instruction

Unit 4: Self-assessment


  • Understand the definition of self-assessment
  • Integrate self-assessment in instruction
  • cooperate peer-assessment and self-assessment to facilitate students' learning

Unit 5: Formative Use of Test


  • Recognize the need to improve the traditional use of test
  • Be able to classify meaningful multiple choice questions
  • Integrate instructional process before and after test to avoid taking test solely for a grade

References and Resource