“Focusing solely on academic achievement as measured by final results reveals little about how much a student has actually learnt during the year. Tracking academic progress, on the other hand, paints a much clearer picture.” Peter Goss and Jordana Hunter (Sydney Morning Herald)
“Academic achievement is influenced by many factors, including prior achievement and socio-economic background. By contrast, academic progress, while not perfect, provides a better indication of how much students have actually learnt.”
“Our focus should be on the academic progress we want students to make, rather than the final mark.”
“Great teachers use high-quality student assessments to identify where each student is starting from. They teach based on what students are ready to learn next. They monitor progress over time and adjust their teaching strategies along the way. This approach needs to become systematic, including being embedded in teacher training courses.
Growing numbers of schools analyse student progress over time to identify and fix problems individual teachers might miss. A few schools are increasingly clear-eyed about their challenge and target two years of learning in one. They know exactly where each student is at, and track progress relentlessly to stay on target.”
“Tracking academic progress is vital. It tells teachers and schools when their approach is working. Recognising and celebrating great progress helps sustain motivation.”
(These are extracts from the SMH article.)
Comment: Successful continuous tracking should remove the fear of tests. To avoid misleading our youth about their viability in a globalised community, teachers would surely want to ensure that school leavers have achieved the requisite level of competencies. Hence the need for nationwide tests.
Why is periodic testing in schools being decried? Obviously, students, teachers, and policy makers in the education system would have a spotlight shone on them. Effective effort should be a basal requirement for all participants in the education process.
Thus, a casual assessment of entrants to a kinder class would identify the approach to be taken. Those who complain loudly about this may need to be asked “Is kinder a parent-free playground?”
Those who complain about the periodic testing of competence at various points during school will want to ensure that continuous tracking occurs in their school, and that the competence levels to be achieved each year have been met.
RAJA ARASA RATNAM 