Assessment-based Reform

Educational tests are one of the tools for assessment of the learning process. Policy makers

and stakeholders look at the test scores to make decisions regarding an educational issue. Failure

to achieve appropriate or expected score is considered a reflection to the educational standards of

a school in a district or state. As stated by Linn, (1995), failure to achieve success in an educational

setting is perceived due to substandard quality of education. Also, policymakers consider

assessment to serve a role in reform because they are less expensive than changes in other

educational settings as classroom size, the number of teachers and the instructional time. In

addition, Linn also mentioned that new tests and assessment can be rapidly implemented. These

kinds of assessments should be standardized so as to motivate both educators and learners to

achieve a higher level of performance.

There are three distinguished standards for the reform; one of them is the content standard

that can be used as a guide for curriculum and assessment development (what should be taught

and student should learn). The second standard is the performance standard, and this reflects

student proficiency level. The final standard is the opportunity to learn which addresses equity in

learning where students are not held accountable for material not covered during their learning

process.

I think assessment reform should include implementing assessment which is “reliable,

valid and consistent with professional technical standards”. In the language teaching environment,

achievement test is conducted by the end of each unit of instruction covering the content material

given during that unit, and the final assessment is a proficiency standardized test. The article

mentioned that there is a negative impact on test scores during the first year of implementing a

new test. In support of the aforementioned, a change in the Defense Language Proficiency Test
was followed by a drop-in students’ performance passing rates, and that required reform in the

curriculum and teaching methodologies to enhance the level of learning for the students. Few years

after implementing the new test, success rate started to increase gradually approaching the previous

levels.

Linn, R. (1995). Assessment-Based Reform: Challenges to Educational Measurement.

First annual William H. Angoff Memorial Lecture was presented at Educational Testing Service,

Princeton, New Jersey, on November 7, 1994.