A Critical Component of Improving Education in Less-Developed Countries: Assessment for Learning

Abstract

Global policymakers are increasingly promoting the improvement of standardized examinations in developing countries, but the role of teacher-made classroom-based assessments is often ignored. Our research experience with the Intel® Teach professional development programs and other programs suggests that such approaches have great potential to provide students and teachers with feedback to guide and deepen learning. In this paper, we review the existing literature on assessment for learning in developing countries and propose that policy makers consider supporting research and development in five strategies: rubrics, performancebased assessments, portfolios, student selfassessment, and peer-assessment.

Effect of assessment for learning method on students’ academic achievement in carpentry and joinery in technical colleges

“…This finding is in line with that of M. Simon & R. Forgette-Giroux [29, p.18] indicated that the comprehensive feedback given by the headings is useful for the improvement of students at both the aggregate and individual student levels. Similarly, D. Light & E. A. Pierson [12] argued that portfolios assess the student's ability to apply expertise before merely rehearsing it. The authors added that they are fundamental apparatus for students' learning assessment of products and process supports the finding of this study.…”

“…The most significant aspect and value of the portfolio evaluation is that, rather than being a snapshot of student information at one point in time (like a single standardized test), it draws attention to student initiative, progress and success over a given period of time. According to D. Light & E. A. Pierson [12], Portfolios assess the student's ability to apply information rather than just rehearsing it. Since the portfolio allows data to be collected from a number of sources: parents of students, employers, teachers, and themselves, it enables teachers to provide accurate information about the student.…”

“…This is evident in poor achievements recorded and reported annually by NABTEB chief examiner. Several factors have been linked on students' poor achievement [5; 22; 21]; and [20] linked it to poor teaching methods; while D. Light & E. A. Pierson [12] attributed it to poor assessment methods. With the new trends in learning and assessment, one begins to wonder how effective the new methods of assessment (assessment for learning) could be in the improvement of learning.…”