Why does traditional testing not always work?

Why does traditional testing not always work?

Introduction

Traditional assessment is a conventional means of testing, which makes the use written document, such as formal questions or examinations and standardized test. These are often through a question which is given to students by their teachers and the question used to test what they have learned over some time. The most widely used traditional assessment tools include multiple-choice tests, true/false tests, short answers, and essays. They are commonly used by teachers, schools, and assessment organizations because they are economical, objective and easily scored Bailey (Quansah, 2018). While, other testing methods, such as performance-based assessment, alternative assessment or authentic assessment, are often used, the traditional way of assessment has remained one of the most common methods of learners testing. The other methods, such as Alternative assessment, includes long-form responses and essay questions remains widely useful. This essay examines some of the reasons why traditional methods of testing remain ineffective.

Traditional assessment refers to the conventional methods of testing, which usually produces a written document, such as quizzes or exams. A standardized test, most state achievement test such as BECE and WASSCE are also examples of traditional assessment. These comprise tests given to students by teachers to measure how much the students have learned. The most widely used conventional assessment tools include multiple-choice tests, true/false tests, short answers, and essays. Multiple choice test involves items which consist of one or more introductory sentences followed by a list of two or more suggested responses. They are commonly utilized by teachers, schools, and assessment organizations because they are economical, objective and easily scored (Bailey, 1998). Traditional assessment refers to the conventional methods of testing, which usually produces a written document, such as quizzes or exams. A standardized test, most state achievement test such as BECE and WASSCE are also examples of traditional assessment. These comprise tests given to students by teachers to measure how much the students have learned. The most widely used conventional assessment tools include multiple-choice tests, true/false tests, short answers, and essays. Multiple choice test involves items which consist of one or more introductory sentences followed by a list of two or more suggested responses. They are commonly utilized by teachers, schools, and assessment organizations because they are economical, objective and easily scored (Bailey, 1998).

Most of the learner centric-techniques supports the idea that students should be active members of a class, and this has been a new approach to foreign language courses. In this way, the significance of assessment activities appears in the classroom when they use by language teachers to check student acquisition levels. Such an assessment is a long-term procedure and involves information and data regarding the development of the students. The evaluation has a vital impact on the education process to inform and improve ongoing learning, and plays a significant role Shabani (2018). According to Tosuncuoglu (2018), traditional methods of assessment is a critical part of any education and teaching activity.  It not only informs instructional decisions made daily but also benefits in the identification of student strengths and weaknesses concerning classroom instruction.

The tradition assessment methods also provide specific feedback to students in support of their learning. Besides, the same assessment offers instant feedback for teachers to shape their teaching practices according to the learning styles of their students. To assess student achievement and determine grades, teachers should employ the use of various methods which can be more holistic. Tests, examinations and evaluation models are essential tools, utilized as a measure of the learning process. Since all language instructors need an evaluation for their students to get that pass or failure division and to know about their students’ abilities, alternatives testing could be followed to avoid the limitation of traditional assessment methods.

Language examiners have realized the limitations of traditional methods of establishing the student’s abilities.  They have begun to consider more innovative and practical ways for this purpose, which are now generally included under the alternative assessment umbrella. However, they may take different forms with noticeable differences in details. Alternative forms of assessment are believed to represent a new promising generation of language tests to address the growing concerns in the field. In contrast to traditional testing techniques, the new methods concentrate on the process of learning and use assessment as a means at the service of promoting student learning. That is why alternative assessment is believed to have positive washback on education and testing, but traditional testing has not (Quansah 2018).

That means there are many limitations in traditional testing, which leads teachers to think about different alternatives for testing to help their students and encourage them effectively.  The conventional methods of assessment do not teach learners real-world skills. Most of the traditional assessment methods are not very practical. Students answer questions one by one without the need to apply long-term critical reasoning skills. They also lack chances to demonstrate their reasoning skills despite a lack of knowledge about a question’s specific subject matter. However, alternative assessment methods allow students to apply their skills and knowledge within a context that more closely resembles problem-solving and knowledge application in most jobs or daily tasks.

Traditional methods of assessments are indirect and inauthentic (Bailey, 1998). Bailey indicates that regular assessment is mostly one-shot, speed-based, and norm-referenced. In agreement with Bailey’s view, he believes that traditional estimates are single-occasion tests. They measure what learners be able to do at a particular time. However, test scores do not show the progress the child is making. That is why they cannot indicate the specific struggles the students had during the test.  In the alternative assessment, the students have the opportunity to determine their knowledge in performing a meaningful and realistic task. This helps to monitor the progress the student is making as well as focus on the growth and performance of the student (Law & Eckes, 1995). That is, if a learner fails to perform a given task at a particular time, he/she still has the opportunity to demonstrate his/her ability at a different time and different situation.

In my view, alternative forms of assessment which include the more student-centred forms of evaluation, such as portfolios, interviews, journals, project works, and self or peer assessment which is fundamentally different from the conventional types of testing are more effective and useful in the field of foreign language learning for many reasons. First, alternative assessment encourages both teacher and student in the process of learning because these different strategies give real feedback on both sides to support and enhance the learning process. Secondly, authentic assessment can be prepared by the teacher, or in collaboration with the student by engaging student voice, which make the student feel free to participate and being active (Law & Eckes, 1995). Besides, it helps in removing or decreasing the amount of anxiety of learner. Also, alternative assessment has a positive washback which is the effect of testing on teaching and learning a foreign language. Another point of view on the washback principle is that the washback result may denote both the promotion and the self-consciousness of language learning.

Conclusion

Generally, Traditional assessment refers to standardized testing that uses questions with a limited number of answer choices. It includes multiple-choice, true or false, and some short answer responses to the significance of assessment in the process of language teaching have been known recently. Moreover, the evaluations of foreign language teaching and learning are performed for a variety of reasons. Firstly, it reveals how many students have achieved their learning objectives in a foreign language, who has any difficulties or problems with their learning, and which techniques are useful in teaching a foreign language.  Secondly, the teacher may decide whether or not to continue the international language-teaching program. Finally, assessment is critical for the students to acquire a language. It plays a crucial role in the process of learning and connects students to new knowledge using their current abilities.

References

Bailey, K. (1998). Learning about language assessment: dilemmas, decisions, and directions. New York, NY: Heinle & Heinle Pub.

Law, B., & Eckes, M. (1995). Assessment and ESL. Manitoba, Canada: Peguis Publishers.

Quansah, F.(2018). Traditional or Performance Assessment: What is the Right Wayin Assessing Leaners? . Research on Humanities and Social Sciences,8(1)2224-5766.Retrieved fromhttps://www.researchgate.net/publication/323760543.

Shabani,E.(2018). Alternative assessment or traditional testing: How do Iranian EFL teachers respond?. Retrieved from https://www.researchgate.net/publication/318509023

Tosuncuoglu,I.(2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9),163-167. doi:10.11114/jets.v6i9.3443