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Chapter 4 Student Assessment: Putting the Learner at the Centre 4. STUDENT ASSESSMENT: PUTTING THE LEARNER AT THE CENTRE – 139 Chapter 4 Student assessment: Putting the learner at the centre Student assessment is essential to measure the progress and performance of individual students, plan further steps for the improvement of teaching and learning, and share information with relevant stakeholders. This chapter describes the approaches that countries take to assess individual students. Building on a discussion of impact, drivers and contextual developments, it discusses the governance of student assessment systems, assessment procedures and instruments, capacities needed for effective student assessment and the use of assessment results for different purposes. The chapter concludes with a set of pointers for policy development. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. SYNERGIES FOR BETTER LEARNING: AN INTERNATIONAL PERSPECTIVE ON EVALUATION AND ASSESSMENT © OECD 2013 140 – 4. STUDENT ASSESSMENT: PUTTING THE LEARNER AT THE CENTRE Introduction This chapter considers approaches to student assessment within the evaluation and assessment framework. It focuses on how student assessment influences the learning experience of individual students and considers both summative assessment (assessment of learning) and formative assessment (assessment for learning) of students. The chapter does not cover the use of aggregated student assessment results to make judgements about the performance of teachers, schools and education systems, because these issues will be addressed in the following chapters.1 Assessment is a process that helps focus attention towards what matters most in education, beyond just access and participation: the actual learning outcomes of each student. Gathering information on where students stand in their learning and the progress that they have made is key to designing strategies for the further improvement of teaching and learning. Sharing such information with stakeholders across the education system is essential to meet information needs and support decision making at the classroom, school and education system level. This chapter is organised in eight sections. After this introduction, the second section presents the analytical approach, followed by a third section on impact, drivers and contextual developments. The following four sections describe key features of student assessment and country practices, structured around the main topics of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes: governance, procedures, capacity and use of results. The final section provides pointers for policy development. Analytical approach Definitions Student assessment refers to processes in which evidence of learning is collected in a planned and systematic way in order to make a judgement about student learning (EPPI, 2002). It encompasses summative and formative purposes, and may be designed and implemented internally within the school or externally through standardised assessments. Summative and formative assessment The assessment literature has traditionally made a distinction between assessment for summative purposes and assessment for formative purposes. Some authors also make a distinction between formative assessment and diagnostic assessment, but throughout this report diagnostic assessment will be considered as one aspect of formative assessment. • Student summative assessment, or assessment of learning, aims to summarise learning that has taken place, in order to record, mark or certify achievements (EPPI, 2002). • Student formative assessment, or assessment for learning, aims to identify aspects of learning as it is developing in order to deepen and shape subsequent learning. • Diagnostic assessment is one type of formative assessment, which often takes place at the beginning of a study unit in order to find a starting point, or baseline, for learning and to develop a suitable learning programme. Diagnostic assessment SYNERGIES FOR BETTER LEARNING: AN INTERNATIONAL PERSPECTIVE ON EVALUATION AND ASSESSMENT © OECD 2013 4. STUDENT ASSESSMENT: PUTTING THE LEARNER AT THE CENTRE – 141 may also serve to identify students who are at risk of failure, to uncover the sources of their learning difficulties and to plan for an appropriate supplemental intervention or remediation. In practice, the purposes for different assessment approaches are not always clearly stated and results from the same assessment processes may be used for either summative or formative purposes. How to establish the right balance between summative and formative assessment and how to achieve each purpose most effectively with different assessment formats are key questions considered throughout this chapter. The chapter will also consider if, and to what extent, summative and formative assessment can be integrated effectively. Internal and external assessment Another important distinction has traditionally been made between internal (school- based) assessment and external (standardised) assessment. It is important to note that both internal and external assessments may be used in a summative or formative way. • Internal assessment, or school-based assessment, is designed and marked by the students’ own teachers, often in collaboration with the students themselves, and implemented as part of regular classroom instruction, within lessons or at the end of a teaching unit, year level or educational cycle. • External assessment, or standardised assessment, is designed and marked outside individual schools so as to ensure that the questions, conditions for administering, scoring procedures, and interpretations are consistent and comparable among students (Popham, 1991). External assessments may be applied to a full student cohort or only in some schools and classrooms (for example, on-demand assessments that schools can use to measure their own progress and benchmark themselves against national averages). In practice, however, the distinctions between internal and external assessments are not always so clear-cut. For example, there are also hybrid forms of assessment that are developed externally but implemented and marked internally by the students’ own teachers. How to best design assessment frameworks drawing on a mix of internal and external approaches in order to achieve stated summative and formative purposes will be another guiding question throughout this chapter. Key concepts related to student assessment Designing assessments in a way that they are fit for the intended purpose is important to ensure their reliability, validity, transparency and usability. These terms are briefly defined below, as they will be used frequently throughout the chapter. • Validity relates to the appropriateness of the inferences, uses and consequences attached to assessment. A highly valid assessment ensures that all relevant aspects of student performance are covered by the assessment. • Reliability refers to the extent to which the assessment is consistent in measuring what it sets out to measure. A highly reliable assessment ensures that the assessment is accurate and not influenced by the particular assessor or assessment occasion. SYNERGIES FOR BETTER LEARNING: AN INTERNATIONAL PERSPECTIVE ON EVALUATION AND ASSESSMENT © OECD 2013 142 – 4. STUDENT ASSESSMENT: PUTTING THE LEARNER AT THE CENTRE • Transparency relates to the degree to which information is available regarding expected learning outcomes, the criteria that will be used in judging student learning and the rules being applied when judgements are made about learning. • Usability refers to how policy makers, school leaders, teachers, parents and students make sense of and respond to assessment results. An objective in designing student assessment is to maximise the value of the assessment by making it timely, easy to understand and interpret for teachers and/or students, and instructionally useful, at the right grain size to guide subsequent, intended decision making and action. Conceptual framework This chapter aims to explore the complex range of features associated with student assessment. Figure 4.1 below provides a conceptual framework summarising the aspects involved and the way they interconnect. The overarching policy objective is to ensure that student assessment contributes to the improvement of student outcomes through improved teaching and learning. The conceptual framework has four main interrelated themes. • Governance: This first section deals with the governance of student assessment systems across OECD countries. It describes the different purposes and objectives of student assessment systems and the legal frameworks in place to ensure that student assessment results are used in a way that such objectives are reached. The section also explores how responsibilities for assessment are distributed in different countries and how different levels of governance interact to form a coherent assessment system. • Procedures: This second section describes the procedures and methodologies used for student assessment across countries. This includes the scope of assessment, i.e. the areas of learning that are covered by the assessment as well as the key procedural features of student assessment across countries, i.e. the mix of instruments used in specific student assessment systems;
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