ACCOUNTABILITY IN LEARNING AND FEEDBACK:
IMPLICATIONS FOR EDUCATIONAL ASSESSMENT
Assessment is regarded as the process of obtaining, sorting, arranging and
analyzing data that is used for making decisions about students' curricula,
programmes and educational policy. Classroom assessment therefore helps
in providing useful information to optimize learning. This paper revealed the
current practices of assessment in schools, pointing out the unintended
outcomes towards accountability and feedback. It tried to re-engineer the
current practices in assessment in order to catch up with the global trend in
education through the provision of proper accountability in learning and
feedback. It was recommended among other things, that training in test
construction and designing of instruments for assessment of non-cognitive
skills for teachers at all education levels is necessary, to enable them foster the
development of complex learning outcomes like self-confidence; team
working; managing others; critical analysis; being able to work under
pressure; and imagination/creativity that will make assessment relevant and
students employable in this age of knowledge economy.
Keywords: Accountability, learning, feedback, implications, educational assessment
Anya, Chidimma Adamma Ph.D.
ACCOUNTABILITY IN LEARNING AND FEEDBACK: IMPLICATIONS FOR EDUCATIONAL ASSESSMENT
Assessment is regarded as the process of obtaining, sorting, arranging and analyzing data that is used for making decisions about students' curricula, programmes and educational policy. Classroom assessment therefore helps in providing useful information to optimize learning. This paper revealed the current practices of assessment in schools, pointing out the unintended outcomes towards accountability and feedback. It tried to re-engineer the current practices in assessment in order to catch up with the global trend in education through the provision of proper accountability in learning and feedback. It was recommended among other things, that training in test construction and designing of instruments for assessment of non-cognitive skills for teachers at all education levels is necessary, to enable them foster the development of complex learning outcomes like self-confidence; team working; managing others; critical analysis; being able to work under pressure; and imagination/creativity that will make assessment relevant and students employable in this age of knowledge economy. Keywords: Accountability, learning, feedback, implications, educational assessment