The list of roles is copied from module 4 page 9-10. Beside each role is my personal reflection.
1. Maintaining standards and benchmarking – Schools must meet some test performance standards set by DepEd. These grades are then benchmarked against the grades of students in foreign countries. For example TIMSS results are compared against the School Leaving Exams of Singapore, etc.
2. Diagnostic role – Tests are used as a means to identify the areas that need improvements.
3. Measuring improvement overtime – grades reflect progress of learning. If there is an opportunity to further the performance of students in the same task, then assessment becomes a formative task.
4. Motivating students to study – It is funny to see how even the laziest student in class peruses his/ her book before an exam. Indeed tests are effective motivators. 🙂
5. judging mastery of essential skills and knowledge
6. ranking the student’s capabilities in relation to the whole class – an example of norm-referenced grading
7. Evaluating the teacher’s methods – A large percentage of students failing a test may mean ineffective teaching.
8. Evaluating the effectiveness of the course – low scores may mean subject is irrelevant
9. Encouraging the tacit learning of disciplinary skills and conventions – tests develop attitude, metacognition and self – regulation.
Morgan, Dunn, Parry, & O’Reilly. The Student Assessment
Handbook: New Directions in Traditional and Online
Assessment, Chapters 1-2. NY: RoutledgeFalmer.
Photo of cute cat retrieved from https://www.google.com/search?q=image+funny+cat&rlz=1T4TSNO_enUS476PH485&t