EDF1304 Learning and Educational Inquiry 2

Liang Li Monday tutorial 12pm

Assignment one: Analysis of an educational topic and its associated

issues.
Is it beneficial to use assessment and testing systems in the early years of
primary school, and what are the effects on the students and teachers
involved?
The purpose of assessment in teaching is to examine and evaluate the work
of the student, to have a record of their capabilities and to monitor their
progress (Clarke and Pittaway, 2014). There is no doubt that in late primary
school and throughout high school, this process is necessary so teachers are
able to assess their students and grade them accordingly. Though at what age
is it appropriate to test students? On placement, it was observed that students
as young as grade one were being tested on a daily basis. Granted these
tests could be as simple as maths equations, or spelling and grammatical
tests, however, the possibility of standardised testing being brought into grade
one classrooms is increasing, due to the prevalence of this in other countries.
This paper will discuss the benefits and weaknesses of assessment in the
earlier years, particularly focusing on grade one students, and showing
perspectives from the teachers and students involved. When looking at
assessment in early primary school, there are many factors that have to be
taken into account.
An advantage for teachers is that when testing younger children they are able
to monitor the progress of their students (Clarke and Pittaway, 2014). Testing
students on a range of different topics and then critically analysing the results,
allows the teacher to discover the strengths and weaknesses that the
students may be concealing, therefore giving the teacher a better
understanding of their students and their learning abilities. Teachers can
provide students who are falling behind with extra assistance, and challenge
students who require extension. It can show if their pedagogical approach is
effective, as well as giving them an idea of what will be the next appropriate
steps in their future lessons (Clarke and Pittaway, 2014).
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EDF1304 Learning and Educational Inquiry 2

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Teachers who implement tests in grade one classrooms are able to present a
portfolio of work to the students parents and show the childs progression. If
the portfolio of work is clear and concise, there will be no misunderstandings
from parents (Clarke and Pittaway, 2014), they will know how their child is
progressing and this will encourage the parents to be involved in their childs
education. The use of portfolios can also determine where the student can
make improvements, and with parent input and support, even have the
possibility of a steady homework routine therefore creating a link between
school and home life (Zyngier, 2003). Assessment and portfolios can create a
collaborative relationship between teacher and parent, providing more support
for the student and encouraging them to take their learning seriously
(Roderick and Engel, 2001).
As there are benefits for teachers, there are also benefits for students. As
observed on placement, the students are able to track their own progress and
monitor their own development. Something as simple as having the ability to
spell a word in a test that they spelt incorrectly the week before can do
incredible things for a students self esteem. This can be used to motivate the
students to do well and to show interest in their learning (Churchill, 2011). In
connection with this, the students were also learning at a faster pace, as they
were able to discover their weaknesses quite early on, and could therefore
work on them until they could complete the task correctly.
Another advantage to using assessments in the earlier years of primary
school is that it allows the students to practice sitting through academic
analysis. Introducing them to the ideas of grading systems and the
environmental factors of sitting in testing conditions can assist them in later
years when they are faced with standardised testing and exams. The students
will not feel the pressure of being thrown into an unusual and apprehensive
environment of which they have never seen before. If the task is perceived as
important and worthwhile by the student, through emphasis by the teacher
from early on, students will contribute more effort to the task (Brookhart and
DeVoge, 1999).

Michaela Downward 26156458 and Bonnie Lilford - 25970127

EDF1304 Learning and Educational Inquiry 2

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Like with any situation, there are also disadvantages to having assessments
in the early primary school classroom. With testing comes a great deal of
pressure on both the teachers and students involved. In regards to teachers,
observations on placement showed that teachers needed to produce
extensive folios of assessments and coursework to have proof of the students
progress and to show the parents their childs academic ability. This can lead
to competitiveness in between students, parents, teachers and even schools
(Clarke and Pittaway, 2014). Whilst each teacher tries their best to explain
grading and testing systems, Parents can often misinterpret assessment data
because they do not see the proper context or they only focus on some of the
factors (Clarke and Pittaway, 2014, p. 303). This can cause panic in that the
teachers feel they need to prove themselves, and can also lead to lack of
motivation due to the extensive pressure.
The use of testing, particularly standardised testing, can affect the curriculum
and the subjects being taught in the classroom. Teachers tend to base their
lesson plans around what will show up in the test (Clarke and Pittaway, 2014).
This can mean that students are not receiving a broad range of learning
topics, and may not be learning all of the basic and necessary fundamental
skills.
When dealing with young children, it may not be easy to administer these
tests (Quay and Steele, 1998). As the students may not be mature enough to
understand the process, they may struggle to sit for long periods of time. This
can lead to misbehaviour, they may become agitated when being faced with
difficult tasks that they can not complete by themselves, and consequently,
develop a negative attitude to the idea of testing and assessments (Henry,
Mashburn and Konold, 2007). If the students have a negative attitude towards
testing, they will not put in any effort, and this will set them up for failure
(Roderick and Engel, 2001).
There are many negative effects of testing from a students perspective. Each
child develops at their own pace, and teachers need to be aware that not all
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students are at the same learning stage (Clarke and Pittaway, 2014).
Environmental factors that have occurred even before schooling begins, such
as parents encouraging speaking, reading and writing, can largely impact
where the student is placed academically. It is evident that achievement
levels vary enormously between students of the same age (Clarke and
Pittaway, 2014, p. 247), and this needs to be taken into account when using
one test to assess an entire classroom of students.
This problem increases when high achieving students, and those with learning
disabilities are considered. Students who are above level can become bored
with easy tests, while those who have learning disabilities may struggle to
attempt the test, and teachers may not have the knowledge to support these
students (Clarke and Pittaway, 2014). Every student will also have a different
learning style and strengths and weaknesses in their learning. It is important
for teachers to employ a range of teaching styles to cater for each individual
childs needs (Clarke and Pittaway, 2014) but if the students are only tested in
one specific way, this can lead to failure.
One of the biggest disadvantages from a young students perspective, is not
having the capacity to understand why they are being tested and what the
testing is for. The students know the routine of trying their best, but then being
able to ask the teacher for help if they do not understand how to complete the
task. On placement, several students raised their hand for assistance and
were declined. The students could not understand why. This can be
detrimental to their learning and lead to low self-esteem and lack of
engagement and motivation.
Students with low self-esteem are likely to doubt themselves and their ability
(Clarke and Pittaway, 2014), and therefore lose motivation and refuse to
engage with their learning. The testing of young students can be the cause of
anxiety and disengagement through the unnecessary pressure on the student
to succeed, and through this, it can set up low achieving students to fail
(Roderick and Engel, 2001).

Michaela Downward 26156458 and Bonnie Lilford - 25970127

EDF1304 Learning and Educational Inquiry 2

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The study by Paris, Lawton, Turner and Roth (1991), surveyed students aged
from year 2 through to year 11, and showed students approaching
adolescence were becoming sceptical of testing, and that the effects of testing
on students were quite debilitating as the students tended to worry and suffer
anxiety. The study found that the students had a growing disillusionment
about tests, decreasing motivation to give genuine effort, and increasing use
of inappropriate strategies (Paris et al., 1991, p. 14). This shows that
throughout years of testing, students become disengaged from their learning,
which influences their attitude towards learning and schooling in general
(Henry et al., 2007).
After what was observed on placement, and through thorough research, we
believe that testing should not be administered in the younger years of
primary school. It causes unnecessary pressure on both teachers and
students, and it causes anxiety and misunderstanding with students who are
not old enough to comprehend the reasoning behind the assessments. If
testing is absolutely necessary, we believe there are two approaches that
would be more beneficial than standardised testing. The first is the use of
informal assessment, where students are unaware they are being tested and
therefore have no pressure to succeed. This can be anything from
observations, written notes and simply recording student ability (Clarke and
Pittaway, 2014).
The second is the use of rapid assessment testing, such as the style that is
used in the study by Yeh (2006) that recorded the implementation of a rapid
assessment system for maths and reading in grades K-12. The study
discovered that the rapid assessment system provided students with feedback
almost immediately, meaning they could recognise their weaknesses and
work to improve them. This particular type of testing is individualised, so the
student is working to their own abilities, not to their fellow classmates, and it is
useful for all ages and abilities. An added benefit was that it reduced the
pressure on teachers and students, as well as taking up only a small amount
of time, leading to a more balanced curriculum and a variety of learning
topics.
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EDF1304 Learning and Educational Inquiry 2

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As stated above, testing can have positive and negative effects on all of those
people involved. It is important to take into account the individual needs of the
child and what is best for them, as we must provide quality experience and
interactions for every one of our students (Eisner, 2005, as cited in, Clarke
and Pittaway, 2014, p. 246).

Michaela Downward 26156458 and Bonnie Lilford - 25970127

EDF1304 Learning and Educational Inquiry 2

Liang Li Monday tutorial 12pm

References

Brookhart, S.M., & DeVoge, J.G. (1999). Testing a theory about the role of
classroom assessment in student motivation and achievement. Applied
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Churchill, R. (2011). Understanding and Motivating Students. In Churchill, R.,
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(Eds.), Teaching Making a Difference (1st Ed). (pp. 106-128). Australia:
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Clarke, M., & Pittaway, S. (2014). Marshs becoming a teacher. (6th ed.).
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Henry, G.T., Mashburn, A.J., Konold, T. (2007). Developing and evaluating a
measure of young childrens attitudes toward school and learning.
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Paris, S.G., Lawton, T.A., Turner, J.C., & Roth, J.L. (1991). A developmental
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Quay, L.C., & Steele, D.C. (1998). Predicting childrens achievement from
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Roderick, M., & Engel, M. (2001). The grasshopper and the ant: motivational
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Michaela Downward 26156458 and Bonnie Lilford - 25970127

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Liang Li Monday tutorial 12pm

Yeh, S. (2006). High-stakes testing: can rapid assessment reduce the

pressure? Teachers college record, 108(4), 621661.
Zyngier, D. (2003). Connectedness isnt it time that education came out from
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Michaela Downward 26156458 and Bonnie Lilford - 25970127