Assessment-Based Instruction Paper

Assessment Based Instruction
Assessment based instruction is instruction that evolves from assessment to assessment. The assessment dictates the instruction, instead of the instruction dictating the assessment. In this paper the following is discussed: key components of assessment-based instruction, how assessment has shaped instruction in the last 20 years, how assessment improves instruction and learning, and the challenges of using assessments in a GED Program.
Key Components of Assessment-based Instruction
The New Jersey World Languages Curriculum Framework (n.d.) identifies the following key components of assessment:
Assessments that are an integral part of the learning process: o reflect instructional objectives, are performance-based,
(p. 54)
The Wisconsin Education Association Council (2012), states that Wiggins argues that assessment and instruction need to accomplish the following four criteria:
(1) to equip students with the ability to further their superficial knowledge through careful questioning; (2) to enable them to turn those questions into warranted, systematic knowledge; (3) to develop in students high standards of craftsmanship; and (4) to engage students so thoroughly in important questions that they learn to take pleasure in seeking important knowledge. (Para. 23)
How Assessment has Changed Instruction in the Past 20 Years
In the Twentieth Century it was common to have instruction in the lecture format and then assessments based on the lecture. Today with performance assessment at the forefront, instruction is based on the assessment. “Those who propose changes in assessment rest their argument on the premise that what we assess and how we assess it affects both what are taught and the way it is taught. Critics of current assessment practices argue that the goal should be to have students who can create, reflect, solve problems, collect and use information, and formulate interesting and worthwhile questions” (Wisconsin Education Association Council, 2012, Para.
These students have been lost in the system. They may feel that the system failed them; therefore, assessments need to be designed specifically to build confidence and success. Because of the varied learning levels assessments can be challenging. They should be tailor made per student. This is very time consuming, but worth it.
The assessment should be designed to allow learning to be built on it. Start out with what the student knows and build on it. Promote success by creating “easy” assessments. These are designed to be at the level the student is or slightly above. The student will feel comfortable answering the questions and feel they are smart, erasing false thinking from prior experience. Frequent assessments with slow change to encourage learning, will best prepare the student for educational success. Success breeds success. Once the student feels he or she can succeed him or she will be encouraged to continue that success and study harder. A failing student can become an A student with the use of this technique. Gradually harder and harder assessments are introduced as confidence is built and active learning is promoted. The goal is to bring these adult students up to college