Assessment : from exam orientation to classroom performance

Abstract

From the perspective of the child educator, measuring the classroom performance of 'normally· achieving' students is relatively straight forward. Such students are fairly consistent in their classroom performance. Thus any estimate of classroom achievement is a reasonable approximation of what has been learnt to date. Furthermore, when faced with some form of classroom assessment, usually a written examination or 'test', the majority of normally-achieving students do not get upset or refuse to co-operate. Because they do not tend to have a lengthy history of negative experience with assessment, they do not have the need to overcome any resentment for tests. In addition, normally-achieving students typically do not have difficulty in reading or listening to instructions.