Countries all across the world participate in large-scale assessments. These types of testing span multiple schools, districts, states, and even national demographics. Large-scale assessments are used for a range of studies, such as comparing different types of education systems in contrast to other states, or even countries. Some of these test scores are used to rank how well certain demographics are doing academically.
A few examples of large scale assessments include the NAEP, edTPA, content tests, advanced placement tests, and high-stakes tests such as the ACT or SAT. As mentioned, most of these assessments are summative, and used for the purpose of comparing knowledge and skill to those of others who have also taken the same test. If you are wondering if a test falls under the category of a large scale assessment, ask yourself if they have these characteristics: the test has standardized content, standardized administration, reliability of outcome, high-stakes, taken by a large number of individuals. If the answer to all of those qualities is ‘yes’ then it is likely that you are taking a large scale assessment.
These types of assessments are largely criticized on the fact that they are pushed by politicians because large scale assessments may often times lack validity, because the tests to don’t ask the student or test-taker to perform or complete a real-life task, therefore not accurately assessing their knowledge. Politicians may have deep understanding of laws, but often have very little understanding of education, and what makes a valid assessment. It is too often they are only worried about the OECD’s top 10 highest performing university graduates.
In regards to art education, the National Assessment of Educational Progress, otherwise known as the NAEP, administers large scale assessments for the arts. These assessments have 2 categories: creating and responding. The creating portion of the assessment focuses on how well the student can generate original artwork. The responding portion asks the student to analyze and interpret what they are looking at.
Following the NAEP researchers take these assessment results and examine them. Following examination and an analysis by these professionals, there may be revisions in certain academic areas based on the performance of these tests. For example, university teacher education may become revised, and professional standards (such as those set by the National Art Education Association) may change. These types of reformatting in the educational process may be necessary, and in this case large scale assessments can become extremely useful.
Within a person’s life it is very likely that they may take a large scale assessment at some point, especially in primary and public education systems. As with other types of assessments, it is important for educators to understand large scale assessments, their processes, purposes, as well as the strengths and weaknesses that come with them. Large scale assessments are very often criticized due the common lack of validity, however, they can also be very useful when there is a need for reform in the educational system to better our students.
A few examples of large scale assessments include the NAEP, edTPA, content tests, advanced placement tests, and high-stakes tests such as the ACT or SAT. As mentioned, most of these assessments are summative, and used for the purpose of comparing knowledge and skill to those of others who have also taken the same test. If you are wondering if a test falls under the category of a large scale assessment, ask yourself if they have these characteristics: the test has standardized content, standardized administration, reliability of outcome, high-stakes, taken by a large number of individuals. If the answer to all of those qualities is ‘yes’ then it is likely that you are taking a large scale assessment.
These types of assessments are largely criticized on the fact that they are pushed by politicians because large scale assessments may often times lack validity, because the tests to don’t ask the student or test-taker to perform or complete a real-life task, therefore not accurately assessing their knowledge. Politicians may have deep understanding of laws, but often have very little understanding of education, and what makes a valid assessment. It is too often they are only worried about the OECD’s top 10 highest performing university graduates.
In regards to art education, the National Assessment of Educational Progress, otherwise known as the NAEP, administers large scale assessments for the arts. These assessments have 2 categories: creating and responding. The creating portion of the assessment focuses on how well the student can generate original artwork. The responding portion asks the student to analyze and interpret what they are looking at.
Following the NAEP researchers take these assessment results and examine them. Following examination and an analysis by these professionals, there may be revisions in certain academic areas based on the performance of these tests. For example, university teacher education may become revised, and professional standards (such as those set by the National Art Education Association) may change. These types of reformatting in the educational process may be necessary, and in this case large scale assessments can become extremely useful.
Within a person’s life it is very likely that they may take a large scale assessment at some point, especially in primary and public education systems. As with other types of assessments, it is important for educators to understand large scale assessments, their processes, purposes, as well as the strengths and weaknesses that come with them. Large scale assessments are very often criticized due the common lack of validity, however, they can also be very useful when there is a need for reform in the educational system to better our students.