Every year the National Achievement Test is being conducted to select elementary grade and year levels. Its main objective is to assess the learning of learners throughout the years and calibrate the same vis-a-ves the set goals and objectives. As observed, in all of these undertaking of the government, the teachers play a big role because it boils down to the way they have imparted their knowledge and skills effectively in the accomplishment of the objective. One of the tools that measures the efficiency and mastery of teachers in their own field is the results of the National Achievement test, National Diagnostic Test, and other aptitude tests wherein the students go through an examination of their competencies in basic elementary and high school subjects. Students’ performances in the said examination can at a certain degree be ascribed to the teacher who handles them and of course to the ability of the students to comprehend and/or analyze what are being taught to them. Teachers glaringly assume full responsibility and accountability in molding students to learn and as their level of competencies are also being measured by the students’ performance in any of the mandatory tests being catered by the DepEd.
Seemingly, the NAT results do not directly affect learners themselves. For one, those who did not make it are still part of the graduation. Second those who made it and performed well are not given due recognition either by the school or anyone else. The National Achievement Test is crafted to finally address the weaknesses of learners and sustain those that they have in the terms of learning. However, as it is being administered, there seems to be some ironies and conflicts that need to be attended to for some significant reasons. Parents, teacher and other stakeholders do have their over observation and arguments relative to this examination. Others contend that NAT be abolished immediately since it does not measure what it should measure among the learner competencies. Others comment that NAT validity and reliability are not well exhausted because of some encumbrances on administration. In the conduct of said examination, there seems to be a lot of worries and questions which until now remain unanswered.
Not enough can be said about authentic assessment as National Achievement Test. Basically, what it means is that students are tested on what they have been taught and hopefully, what they have learned. The greatest implications are that: curriculum is aligned with what is expected to be learned; strategies used to teach are according to students' needs; and assessment instruments used are flexible and adequately and appropriately used to measure on-going performance. The bottom line is that authentic assessment offers students the opportunity to "measure up" to the standards that are aligned to the curriculum.
Indeed, National Achievement Test is somehow also a detriment to students for some reasons, affecting them psychologically, emotionally, and intellectually. Their self-esteem is lowered when they do not receive scores they may be aiming for, or when they do not do as well as their classmates. Students are put under undue stress to outperform, simply because teachers are put under stress to make sure their students do well. Important programs are slowly being taken from schools in order to focus on “teaching to the test.” Students should be learning the social and moral skills that come with being in particular extracurricular groups or elective classes along with their basic subjects, but with classrooms being test oriented some of the most important real world skills are being taken away from them. However there are positive aspects to National Achievement Test; specifically for young children. The purpose of standardized tests for young children is to identify developmental delays and to evaluate a young child’s development. The standardized tests used for young children are screening tests, diagnostic tests, language tests, and achievement tests. A screening test is used in order to detect an indication of a developmental problem—it identifies if a problem needs to be investigated further.
The effect of National Achievement Test to the teachers was a mixed emotion depends on the results that their students achieved. They thought of the way how they will teach more effective after knowing the result of the achievement test. Teachers were also aware of the purpose of the authority why students have to take the National Achievement Test. It is weather the student learned or not and how the school performed within the school year. It is a teacher’s methodology of their competence and performance. These effects both for teachers and students helped them to overcome the situation. It answered the questions on how to perform better in the next National Achievement Test.
Seemingly, the NAT results do not directly affect learners themselves. For one, those who did not make it are still part of the graduation. Second those who made it and performed well are not given due recognition either by the school or anyone else. The National Achievement Test is crafted to finally address the weaknesses of learners and sustain those that they have in the terms of learning. However, as it is being administered, there seems to be some ironies and conflicts that need to be attended to for some significant reasons. Parents, teacher and other stakeholders do have their over observation and arguments relative to this examination. Others contend that NAT be abolished immediately since it does not measure what it should measure among the learner competencies. Others comment that NAT validity and reliability are not well exhausted because of some encumbrances on administration. In the conduct of said examination, there seems to be a lot of worries and questions which until now remain unanswered.
Not enough can be said about authentic assessment as National Achievement Test. Basically, what it means is that students are tested on what they have been taught and hopefully, what they have learned. The greatest implications are that: curriculum is aligned with what is expected to be learned; strategies used to teach are according to students' needs; and assessment instruments used are flexible and adequately and appropriately used to measure on-going performance. The bottom line is that authentic assessment offers students the opportunity to "measure up" to the standards that are aligned to the curriculum.
Indeed, National Achievement Test is somehow also a detriment to students for some reasons, affecting them psychologically, emotionally, and intellectually. Their self-esteem is lowered when they do not receive scores they may be aiming for, or when they do not do as well as their classmates. Students are put under undue stress to outperform, simply because teachers are put under stress to make sure their students do well. Important programs are slowly being taken from schools in order to focus on “teaching to the test.” Students should be learning the social and moral skills that come with being in particular extracurricular groups or elective classes along with their basic subjects, but with classrooms being test oriented some of the most important real world skills are being taken away from them. However there are positive aspects to National Achievement Test; specifically for young children. The purpose of standardized tests for young children is to identify developmental delays and to evaluate a young child’s development. The standardized tests used for young children are screening tests, diagnostic tests, language tests, and achievement tests. A screening test is used in order to detect an indication of a developmental problem—it identifies if a problem needs to be investigated further.
The effect of National Achievement Test to the teachers was a mixed emotion depends on the results that their students achieved. They thought of the way how they will teach more effective after knowing the result of the achievement test. Teachers were also aware of the purpose of the authority why students have to take the National Achievement Test. It is weather the student learned or not and how the school performed within the school year. It is a teacher’s methodology of their competence and performance. These effects both for teachers and students helped them to overcome the situation. It answered the questions on how to perform better in the next National Achievement Test.
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