Children’s Assessment 1

ASSESSMENT PERSPECIVES: PROMOTING CHILDREN’S LEARNING IN

SCHOOLS

By name

Course

Instructor

Institution

Location

Date
 Children’s Assessment 2

ASSESSMENT PERSPECIVES: PROMOTING CHILDREN’S LEARNING IN

SCHOOLS

Introduction

Assessment is the most central process in teaching and learning instructions

according to Wiliam, (2011). The word assessment referred to the process of the

evaluation of the instructional sequences for many years. Assessments in schools was

performed to guide the learning and teaching processes. School learning was viewed to

provide quality education and learning therefore there was no need for the education

and learning to adopt to the learners’ needs. This view was questioned by Benjamin

Bloom in the 1960 when he analyzed the distribution curve on tests of his graduate

students and positively concluded that the instructions are limited as they do not

recognize the needs of the learners thus the results in the distribution curve.

Based on Benjamin’s observations, Fredrick Burk developed the individual

system between the years 1912 and 1913 which was used in the elementary school.

Benjamin’s idea and work was accepted by Benjamin but he pinpointed its inability for

application in a larger group of learners at the same time being costly therefore only a

few were able to afford and proceeded in suggesting one that would serve a group by

coining the feedback and correctives terms.

However, it is until during the 1990s that assessments were viewed to improve

the outcome of learning process of children as part of the instructions with attempts at

connecting classrooms to factors such as feedback, attribution, self-regulated learning

and motivation (Wiliam, 2011).

 Children’s Assessment 3

Assessment in schools has been conducted since time before evident by the

earliest attempts by the likes of Bloom realization of the need for evaluation in the

education and learning. From the early studies, it is difficult differentiating between

evaluation and assessment as the two are mostly used interchangeably in explaining

the other. Notably, both assessment and evaluation involves collecting data or

evidence, interpretation or analysis and the use of the obtained data for various

purposes. Children’s assessments in the schools involves obtaining data or evidence ,

interpretation and analysis’s of the data then using the result in making decisions on

learning and education procedures and processes. In assessing children, their

capabilities in terms of what they can do, knowledge capacity, behaviors and judgments

on achievements.

In trying to define the term feedback, Natriello determined that evaluations were

only used in cases where comparisons were not possible and scientifically correct with

the results deemed misleading, therefore evaluations were used for purposes’

multiplicity.

On the other hand, Crooks in the year 1988, reviewed studies on the classroom

evaluation practices and their impacts on the general students’ life and perspectives

using classroom assessment tools such as texts and even oral questions. In his studies,

he concluded the emphasis on grading placed by the evaluations instead of improving

learning processes.

Assessment process involves systems for collection of data or tools, uses and

purposes, reporting and monitoring, selection and certification, accountability uses of

the data, teachers’ roles in the process, and merging results from various assessment
 Children’s Assessment 4

processes. When the assessment process is aimed at promoting learning process, it is

referred to as assessment for learning (Wiliam 2011).

This essay paper defends the assentation that assessment lies at the heart of

promoting children’s learning as the principle aim of schools by considering the

components, uses and purposes of assessments of school children. This is also

supported by the Louise, (2015) who coined the term assessment is learning.

Forms of assessments used in promoting learning

There are various forms of assessment for learning with each designed for a

different purpose. Therefore, this section highlights some of the forms of assessments

for learning.

Formative assessments

Are used in monitoring and tracking the academic progress of the children using

frequently administered interactive assessment tools. Allows for comparison between

the expected knowledge and skills acquired against the expected with the deficient

being identified as the gap. Formative assessments are majorly used in helping the

learning process (Dolin, et el., 2018). The process seeks and interprets evidence, this

can be achieved even during instructions. The obtained information is used in adjusting

learning and teaching processes to improve and promote learning. In this;

 Goals are established and how the goals are to be achieved developed

 Data is collected on the child’s performance using a specifically designed

method.

 The designed method is then used in determining the present level of the

child in terms of where the child is against the goals

 Children’s Assessment 5

 The next action is then decided to aid in learning progression.

Collecting the needed data or evidence for the process can be achieved through

observations, asking questions probing understanding, dialogues, listening, studying

outcome of assignments and works, tests and quizzes and even engaging in special

tasks.

Judgments on the formative assessments is done on the evidence with emphasis

targeting learning process by the teachers and the children. Formative assessment

differentiates between evidence which is the actual information obtained or observed

while judgment is the interpretation in terms of the level or degree of progress.

The most important step in this type of assessment is the feedback aimed at

improving and promoting learning and the cycle continues.

Summative assessments

Are majorly applied with the aim of providing information on what has been

achieved in the learning process over a certain period of time. The assessment reports

on the children’s learning level at a specific time. It involves the process in which data,

information or evidence is obtained or collected which is then interpreted and reports

generated. Interpretation is in relation to the expected achievement at the end of a

learning period like a semester or even end year.

Evidence in this assessment can be collected through tests and examinations,

observations, from records, work portfolios and tasks. The use of the obtained evidence

is considered when obtaining the evidence (Dolin, et el, 2017).

Psychological assessments
 Children’s Assessment 6

Are used in the extreme cases of disabilities in the children with sensory or

cognitive impairments. The process is trickier in young children with the instruments

used being fallible and the variance in the responses of the children from one to the

next. These assessments are important in promoting learning for children with

impairments or disabilities through early identification and recognition. Psychological

assessments involves two stages and are conducted by the teachers and only qualified

professionals like psychologists can conduct the second phase of the process or

evaluation which is after the referral by the teacher. It promotes learning only if the

results are used in making decisions which results in improving and promoting learning.

Curriculum-based assessments

These assessments are aimed at the curriculum used in the schools and can be

widespread in various schools. Theses assessments focuses on the objectives of the

curriculum, instructional activities involved in learning them and even the cognitive

process involved in the same (Sønnesyn, et el., 2011). Academic learning objectives

might also be considered in the process of curriculum-based assessments. The results

of the assessment can be used in making decisions which results in the promotion of

learning of the children in the schools.

Portfolio assessments.

These are designed to analyze the effort and performance improvements to help

in understanding continuity of the process and progress of learning. The unique

distinctive characteristics of portfolio assessments is the collection of works by the

children and which they are guided and supported by the teachers in the work

collection. These assessments are usually longitudinal in nature which allows for a
 Children’s Assessment 7

close step by step follow up on the learning process and progress. Portfolio

assessments have an advantage in that the results can be used various functions

including motivating the children to help in promoting learning and even allowing and

assisting the teachers in adjusting or improving pedagogical and instructional

interventions along the process of assessment (Klenowski, V., 2006).

‘High stakes’ summative assessment

These are summative assessments aimed for the purpose of making changes or

adjustments in the education policy or policies. This form of assessment targets the

schools as learning environments, teachers as the agents of learning and the

educational authorities who acts as the oversight in the education sector (Waynne,

2007).

Teachers’ approaches to assessments

The teachers approaches to assessments depends on their judgments and

varies depending on the methods of collecting evidences, the interpretation and lastly

reporting of the collected evidences with the aim of providing a summary on the

children’s achievements which in turn would be used in modifying or adjusting teaching

or learning methods and approaches. The evidence sources specification in some

cases is referred to as task while on the other hand criteria for specification refers to

guidelines for turning the evidences or the tasks into data which can be analyzed in

terms of scores, levels, rankings and even scores. There are four approaches which

have various differentiating characteristics according to Wynne, (2007), which includes:

 The first approach involves collection of the tasks in the form of pieces of

work by the teacher upon which assessments are made which is guided
 Children’s Assessment 8

by set criteria matching the pieces of work collected. Are simply known as

high level criteria and task specification.

 In the second approach, the teachers assess the tasks with minimal

guidance even though the tasks to be judged are specified. Simply high

level task specification and low level criteria speciation.

 In the third approach, the teacher has the freedom in evidence selection

with also a general criteria for use. Mainly disadvantaged because the

teacher alone controls the validity of the assessment as the criteria is not

task specific. This approach is also known as low task and criteria

specification.

 In this last approach, the criteria guiding work selection is thoroughly

assessed but still there is room for freedom in selecting evidence. In

simple understandable terms, the approach infers to task specification

level being low while criteria specification level being high.

Assessment as the heart of promoting children’s learning in schools

Assessment is deemed to be at the heart of promoting learning when the process

is aimed at improving or promoting learning activities in the schools as defined by

Wiliam, (2011). This section explains when an assessment is considered to promote

learning and how assessments are used in promoting learning.

Assessments provides the overview between present and the expected or

desired performance among the children. This overview is especially helpful in

evaluating the success of the instructional activities already in place, which in turn
 Children’s Assessment 9

allows for the critical view in areas where such activities requires improvements with the

aim of promoting the learning process among the children. For example a low score in

the assessment of languages would imply the instructions used were not successful and

the child has not captured the taught concept or information therefore improvements

have to be done on the instructional activities by the teacher.

Assessments can be designed to include actions and activities requiring the

learners to be engaged in. these actions and activities should be aiming at improving

learning. The roles of the children in the learning process is recognized and promoted

which enables interplay between the learning process, content and context and the

children. The type of activity to be assesses should be related to the learning process of

the children. Self-initiated activities by the children is more useful in assessments of the

children as they provide the best avenues for collecting data or evidence (Dolin, et el.

2017).

Drawing on various related research fields, assessments can activate the minds

of the children. This can be achieved by encouraging self-regulations. According to

Wiliam, (2011), the process is governed by metacognitive and charged affectively. The

school learning environment places additional demand on the children in terms of their

ability in paying attention, demonstrating self-control and remembering instructions,

therefore the self-regulation is important in the children as it dictates how the children

interacts with the environment which has consequences on their learning according to

Ruth, (2018) and has huge effects on improving and promoting learning of the children.

The assessments’ feedback can modify the approaches to learning of the

children as noted by Ruth Dann, (2018).This can be achieved when the feedback allows
 Children’s Assessment 10

for a response from the children resulting in an increase in effort in the responses and

can change the learning disposition. In this scenario, feedbacks from assessments can

influence both the processes and outcomes of leaning. The children can also use the

feedback in planning and thinking differently of their learning process. Feedback is an

essential component and enabler in formative assessments which raises the importance

and need of understanding it. Feedback in assessments is aimed at tackling the

identifiable gap in learning, its construction and regulation. The main functions of a

formative assessment is to provide a feedback to aid in corrections of the learning

process and the same author notes that feedback plays an important role in mediating

the tools, activities and methods in learning process. With feedback being a key

component of assessment for learning, it is therefore a key feature in ensuring

effectiveness of the whole process of promoting learning. Hence, feedback is

understood to be an assessment tool, which mediates the learning process and

connects self-regulation processes plus motivation. Hence, feedback provides ways in

which the gaps between the known and what is expected to be known can be reduced,

hence feedback is only effective by altering the learning gap identified. It can be argued

that feedback provides the communication within and between spaces, which involves

both the learners’ cognitive aspects and the physical environment. The use of feedback

in promoting learning is referred to as feedback for learning and must be purposeful and

targeted to be effective.

Assessments which are instructions’ sensitive can be used in detecting the

effects and the success of the teaching instructions which therefore can be revised or
 Children’s Assessment 11

modified to improve the practices or the instructions, this would promote learning of the

children in the schools.

Through reviewing of the instructional assessments, the teaching and learning

programs can be modified with the purpose of enabling promotion of learning in the

children. These reviews can be conducted by the school’s management, principle or

even the teachers. The same can be used in ensuring accountability on the teachers’

and ensuring the children with special needs receive the right help. Klenowski, V.,

(2006) adds by identifying the role of assessment in the relationship between children’s

self-assessment and their engagement. Assessments engage the children in the

learning process in the classrooms which can encourage and emphasize on sharing

and reflective processes. These reflective processes helps in promoting learning and

increasing self-regulation.

Assessments can also be used in supporting learning processes and

development especially those aimed at identifying special problems in the children and

also to determine if the child might require special needs to promote and improve

learning. The assessment for this purpose involves screening in which the problem or

disability is identified plus its severity and determine if referrals is needed on which the

child is referred to the relevant physician for a more in depth evaluation. The teachers

can also adopt such assessments for the purpose of informing their future planning as a

way of improving learning. Louise, (2015) identifies the principles and importance in

improving learning in schools as well as generally in the national system. Assessment

for learning focusing on the classrooms are efficient in improving learning of the children
 Children’s Assessment 12

within the schools as well as the classrooms, however the assessment is limited when

applied in a larger scale for development of sustainable policies.

Assessment data is a times used in making individualized decisions on the

children with the purpose of promoting learning of the child. When such data is gathered

on the whole group of children in the schools, the resulting information can be of use to

the policy makers and the management of the schools in formulation of policies and

making decisions on school programs, either educational or social. Such policies can

help in promoting and improving learning of the children.

Importantly, the two terms, which are assessment for the curriculum and

curriculum for assessments underlines the value and importance of assessment as the

heart of promoting the learning processes in the schools. The two terms are explained

in Louise, (2015) work. Assessment for the curriculum implies to the assessments

conducted with the aim of helping or aiding in the development of the curriculum. Such

considers the skills and activities to be involved in the curriculum and even how the

instructions and knowledge is passed to the children. On the other hand, curriculum for

assessment offers an insight into the roles the curriculum plays in promoting and

enabling assessment for the purpose of improving and promoting learning. For

example, assessments conducted in schools on the curriculum activities and hoe they

aid in the learning of the children can be used in modifying the curriculum. For example,

assessments are used in developing literacies in the curriculum which in turn promotes

learning in the children.

Concerns in assessments for learning

 Children’s Assessment 13

Use of assessments in accountability in the learning of children is seen as

damaging to their learning and education progress. More assessments may mean

increased exams or tests taken which might consume time which otherwise would have

been used in more relevant activities aimed at promoting learning of the children (Onora

, 2013).

The feedbacks from the assessments can sometimes de-motive the children

which results in lack of confidence in themselves and their learning abilities and

capabilities. These would have a negative effect on learning process hence might not

promote learning in such affected children.

Accountability oriented assessments can sometimes be fallible and can be

corrupted by the teachers. For example the high-stake assessments aimed at assessing

the teachers who are the agents of learning for the children, the qualifications , methods

and practices a teacher uses in teaching can either promote and improve learning or

sometimes can simply not. When such are assessments are dodged by the teachers,

the effect might be negative in terms of promoting learning of the children. Such

assessments can also be motivated by personal gain and not to improve learning

(Waynne, 2007).

Another concerning issue in the assessment of the children is the fairness

offered by the process of assessment to the children. Isabel, et el, (2019) argues that

the process is never fair to all the students by assuming all the children functions and

performs based on a common background. By not considering for example the different

socioeconomic backgrounds and other factors that might affect the learning process in

the children, the assessment might not be fair the results might disadvantage other
 Children’s Assessment 14

children and not to help in improving their learning process. Other two terms arises

when discussing fairness in assessment which includes validity and reliability of the

assessment process including the results. Isabei, et el (2019) goes ahead to note that

fairness in assessments can be affected by the persons’ conducting the assessments

plus the institutions used and the methods the assessments are conducted. This

therefore makes definition of fairness in assessments a vague issue with no clarity

agreed among authors. Also, the idea of the “lens” and the effects on objects viewed

through the less as applied in assessment suggests that the methods of assessment

might influence and affect its results therefore comparability in the tests might be

misleading and particularly not useful in individual assessments aiming for rich

information which is also accurate. Reliability of the assessments cannot be ascertained

especially when the teachers’ judgments are used for the assessments like in formative

assessments. This is because the teachers’ judgments might be biased and is variable

from one person to the next with various confounding factors (Waynne, 2007).

The results from the high stakes assessments can be exaggerated and are

corruptible therefore might not be successful in promoting the learning of children in the

schools. According to Wayne, (2007), this concern with the high stakes assessments

has been in existence from some year back as early as in the 1960s as observed in the

US which was mandated by the state. These tests are based on the performance of the

children which may have the tendency of ignoring essential learning promotion

activities.

From the book by Wyanne, (2007), assessment of learning; views of “users” of

assessment, the effective applications of assessment in promoting learning depends on

 Children’s Assessment 15

the users as well as the providers of such assessments. The users in a school set up

can be the children, the parents or the teachers who might double also as the providers.

For example, the children can make decisions and modify their learning behaviors

based on the assessment results which in turn promotes learning. In this regard, it is

important to note not all children will respond in this positive way resulting in promoting

the learning objectives, others might respond in ways not promoting their learning any

further. Using the assessment results in modifying or improving teaching and learning

tools, methods or instructions is therefore a prerequisite of the assessment promoting

learning in the children or not which is dependent on the actions and decisions of the

teacher.

Conclusions

Assessment as used in learning is not a new concept of the 21 st century as

observed from the works of Benjamin between the year1912 and the year 1913 with

improvements made along the history line through to the 1960s. But still, it was until the

1990s that assessments were deemed applicable in promoting and improving learning

and the term assessment for learning was developed to specifically refer to the

assessment used for the sole purposes of improving and promoting learning (Wiliam,

2011).

Assessments are at the center of promoting children learning in schools and it is

noticeable that teaching and assessment are linked closely in all possible ways and

determining what the children knows at any point in their learning against the expected

is important to the teachers in how to redesign and pose the challenges while providing

the help the child might be in need of in mastering or understanding. As a result, various
 Children’s Assessment 16

methods or forms are used in the assessment process each directed at a specific

purpose. It is important to note the purposes might sometimes overlap but still when

used for a general purpose, issues of reliability and validity arises (Dolin, et el. 2017).

The most commonly used directly with promotion of learning are the formative and

summative assessments.

Teachers are the ones mostly involved in the assessments of children with the

aim of improving and promoting education, for this reason, the approaches taken by the

teachers are considered. The approaches varies in terms of the relationships between

the freedoms and restrictions in task selection and criteria used. The teacher has to get

the balance right to achieve and meet the identified purpose. For example when there is

freedom and the teacher is at liberty is selecting the tasks and the criteria of use, then

someone can easily argue on reliability of such assessment while for the teacher, the

purpose might have been served (Wynne, 2007).

The numerous uses of assessments in the promotion and improvement of

learning by considering the education sector at large emphasizes the statement that

assessment lies at the heart of promoting learning of children in schools. Through

assessments, educational and learning objectives and goals can be set and ways of

achieving them set based on the results from the formative assessments. Also

summative assessments provides the feedback which aides in planning for the child’s

next level in education assessments also helps the teachers in modification and

adjustments of their teaching methods, approaches and tools to promote learning in the

children by targeting the gaps identified in the child’s learning process. Importantly,
 Children’s Assessment 17

assessment in children can be difficult especially with the young children in collection of

evidence or information for use in the assessment (Sønnesyn, et el., 2011).

References

Dolin, J., & Evans, R. (Eds.). (2017). Transforming assessment: Through an interplay

between practice, research and policy. ProQuest Ebook Central

Dolin, J., Black, P., Harlen, W. and Tiberghien, A., 2018. Exploring relations between

formative and summative assessment. In Transforming assessment (pp. 53-80).

Springer, Cham.

Isabel Nisbet & Stuart D Shaw, 2019. Fair assessment viewed through the

Klenowski, V., 2006. Learning oriented assessment in the Asia Pacific region.

Assessment in Education: Principles, Policy and Practice, 13(2), pp.131-134.

lenses of measurement theory, Assessment in Education: Principles, Policy & Practice,

26:5, 612-629, DOI: 10.1080/0969594X.2019.1586643

Louise Hayward, 2015. Assessment is learning: the preposition vanishes, Assessment

in Education: Principles, Policy & Practice, 22:1, 27-43,

DOI:10.1080/0969594X.2014.984656

Onora O’Neill (2013). Intelligent accountability in education, Oxford Review of

Education, 39:1, 4-16, DOI: 10.1080/03054985.2013.764761

Ruth Dann, 2018, Teaching, Learning and Assessment in Schools. Routledge 2 Park

Square, Milton Park, Abingdon, Oxon OX14 4RN

Sønnesyn, G. and Kompetanse, P., 2011. Dynamic assessment of learning within

curricular subjects; mathematical knowledge. With a different glance. Dynamic

 Children’s Assessment 18

Assessment and Functioning of Children Oriented at Development & Inclusive

Learning, pp.205-218.

Wiliam, D., 2011. What is assessment for learning?. Studies in educational evaluation,

37(1), pp.3-14.

Wynne Harlen, 2007. Assessment of Learning, Introduction. SAGE Publications Ltd,

London. http://dx.doi.org/10.4135/9781446214695.n1