Nowadays there are three common failures that occur in Educational Design Policies in most countries
1. Assessment the only measurement fallacy
Policy in some countries wedded using test as prime instruments. Tests are seen reliable to measure student competencies, forming the basis of school accountability to society. Consequently students who want to access higher education will depend on their scores. Policy makers talk and behave that tests are just measurment; they chose simple tests because they are cheap.
There are three role that high-stakes assessment inevitably plays, it
- Measures levels of student performances, only the range of tasks typed
- Exemplifies performance objectives, showing what kind of performance will be recognized or rewarded
- Dominate classroom activities
This kind of problem just like the unnoticed elephant in the room in the planning of improvement Educational Design.
1. Assessment the only measurement fallacy
Policy in some countries wedded using test as prime instruments. Tests are seen reliable to measure student competencies, forming the basis of school accountability to society. Consequently students who want to access higher education will depend on their scores. Policy makers talk and behave that tests are just measurment; they chose simple tests because they are cheap.
There are three role that high-stakes assessment inevitably plays, it
- Measures levels of student performances, only the range of tasks typed
- Exemplifies performance objectives, showing what kind of performance will be recognized or rewarded
- Dominate classroom activities
This kind of problem just like the unnoticed elephant in the room in the planning of improvement Educational Design.