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1. Sample Education Research Paper Summary
on Educational Assessment Issues
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educational-assessment-issues/
Educational Assessment Issues
The success of students in school performance is often measured by parents as well as teachers.
The core method used to assess the performance of those students is through tests submitted in
class. While the methods used are standard and valid/ or valid, the authenticity of the results
obtained is often questionable. This is because the performance of students in the tests is affected
by many other factors besides class attendance and school behavior. Factors such as motivation,
student background and intelligence levels all play critical roles in determining the performance
of a student in tests.
It is therefore purported that despite the reliance on this method as a key to determining student
performance, it is unreliable and unpredictable. Educational assessments are used to evaluate
measure and document student readiness in academic aspects. Standardized methods used in the
assessment involve evaluation of large groups of people to give generalized results. Despite the
acceptance of such methods by the national government, they do not include other aspects as
factors that influence performance. However, the results can be used to help individuals or
groups of people to improve in performance.
High stakes, reference and standardized tests are the key methods used for academic assessment
in the country. The standardized tests give a measure of performance relative to other people of

2. the same group. On the other hand, the standardized reference tests measure the mastery of a
subject while the high stakes tests measure accountability. High stakes tests are used by the
federal government to determine whether students are enrolled in good schools and are taught by
good teachers. There are various issues that raise concern about the performance measurement
strategies used. Some of the issues include lack of accuracy, unreliability and invalidity.
The standardized test results are affected by other factors such as culture and are thus unreliable
as they change every time. On the other hand, the standardized tests are often considered to be a
good source of information for the improvement of institutions based on standards. The tests
raised student expectations and limit the scope of learning to what is to be expected from the
tests (Harris et al., 2011). Apart from this, the need to comply with standards may force the
teacher to limit his/ her delivery to what is expected by standards hence denying the students an
opportunity to know more.
The value placed on tests makes teachers and parents spend more time training the children for
tests. This denies them the opportunity to develop in other aspects of learning (Wyatt-Smith &
Cumming, 2009). In addition to this, the use of tests to determine class promotion has also led to
concerns being raised concerning the fairness of tests with regards to this. This particularly arises
where tests are used with biasness and on conditions of general failure (Scheerens et al., 2003).
In order to address these issues and still benefit from the advantages associated with standardized
tests, it is necessary for schools to take certain measures. First, it is important for teachers and
students alike to have access to all resources necessary for effective performance in tests. Apart
from this, the students should also be well equipped to hand le other life issues in relation to job
skills and performance. Tests could also help in the improvement of classroom delivery through
determination of what students lack and tailoring the lessons to the needs of the students. In
conclusion, tests have a certain degree of reliability and validity that can help in improving
performance if used fairly.
References
Harris, P., Smith, B. M., & Harris, J. (2011). The myths of standardized tests: Why they don’t
tell you what you think they do. Lanham, Md: Rowman& Littlefield Pub.
Scheerens, J., Glas, C. A. W., & Thomas, S. (2003). Educational evaluation, assessment, and
monitoring: A systemic approach. Lisse [Netherlands: Swets&Zeitlinger.
Wyatt-Smith, C., & Cumming, J. (2009). Educational assessment in the 21st century: Connecting
theory and practice. Dordrecht: Springer.

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