Social Assumptions of Each Kind of Assessment

Standardized Tests

Assumption: Everyone should be measured against the same benchmark to ensure fairness and comparability.

Consequences:

Better: Provides objective data that can be compared across schools or regions.

Worse: May ignore individual learning styles, cultural backgrounds, or creativity, leading to stress and labeling of students.

Performance-Based Assessments (e.g., projects, presentations, portfolios)

Assumption: Learning is best shown through application and demonstration of skills rather than memorization.

Consequences:

Better: Encourages creativity, problem-solving, and real-world application of knowledge.

Worse: Can be subjective depending on the grader, and learners without strong resources or support may struggle.

Formative Assessments (quizzes, reflections, class discussions)

Assumption: Learning is a continuous process, and feedback along the way is crucial for improvement.

Consequences:

Better: Reduces pressure, supports growth, and helps learners adjust in real time.

Worse: May feel overwhelming if students are constantly evaluated, and teachers may misuse it as extra grading rather than feedback.