Should assessment reflect only pupils' knowledge?

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should asses...

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Bibliographic Details
Published in:Educational studies 2008-05, Vol.34 (2), p.73-82
Main Authors: Peček, Mojca, Valenčič Zuljan, Milena, Čuk, Ivan, Lesar, Irena
Format: Article
Language:English
Subjects:
assessment criteria
Attitudes
Behavioral Objectives
Child Development
Cognition
cognitive objectives
Compulsory Education
conative objectives
Concept Teaching
Educational evaluation
Elementary Education
Elementary school students
Elementary school teachers
Evaluation Criteria
Evaluation Research
Examinations
Foreign Countries
functions of assessment
Interviews
Knowledge
Pedagogy
Primary education
Pupils
Qualitative Research
Research Design
Slovenia
Statistical Analysis
Student Educational Objectives
Teacher Attitudes
Teacher Surveys
Teachers
teachers' attitudes
Teaching
Teaching methods
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Summary:In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils' progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children's development.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055690701811073