USE ASSESSMENT INFORMATION FOR IMPROVING THE QUALITY OF EDUCATION

Abstract

It has been known for a long time that educational assessment is no longer carried out only to assess the progress and achievement of the learner and nobody else.  Assessment outcomes provide a basis for making decisions at various levels about the progress of education. Decisions are made concerning the learner, teacher, school management and education planners and supervisors. This paper explores three areas where assessment results are used as part of a basis for decision making. These areas are: use of assessment outcome for improving the quality of instruction and learning; use of assessment outcome for accountability decisions; and use of assessment outcome for fostering an inclusive education system. The focus was to stimulate thinking and provide a framework for research and presentations. The assessments discussed here include classroom assessment, school level assessment, national examinations, and survey studies at national, regional, and international levels. These assessments generate a lot of data which may not be adequately utilised. Teachers may not be adequately trained in assessment and therefore cannot fully use the information provided for improving instruction.  Holding someone responsible for assessment outcomes requires collateral data to inform decisions. Providing an inclusive education, particularly with mainstreaming, may be challenging to educators at all levels. The effectiveness of assessment utilisation is still limited by such factors