Gabrielle’s Assessment

Common assessments are useful in education because they enable professional development for teachers and educators and help students progress. Since teachers working in a team can divide the labor of creating a unit and creating assessments, common assessment can increase efficiency. They can work smarter rather than harder since it prevents duplication of effort or replication, which enhances their professional progress. It aids educators in enhancing the team’s potential for greater accomplishments. Common assessments debates are excellent learning opportunities for professionals. Common exams can provide systematic interventions if kids don’t learn. It brings teachers together to determine the best to assess students. It means that the students receive the best kind of assessment since it’s an outcome of a team rather than a single teacher.

Common assessments promote equity since there are higher chances that students will go through the same curriculum, get same skills and knowledge and have exams evaluated using the same criteria. “This coordinated focus on common assessments has brought greater coherence to the instructional program for writing resulting in improved student performance” (Wiggins & McTighe, 2005, p. 282). It promotes professional development since it eliminates the chances of empathy to the need for consistency, fairness and equity among individual teachers. It can inform and improve the teaching practice for individual teachers and a team of teachers. It offers a basis of comparison as it offers a context which is necessary if the teachers are to identify their strengths and weaknesses of strategies. Through the identification of the strengths and weaknesses of the strategies, teachers can adjust accordingly consequently leading to professional development.

References

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Alexandria: Association for Supervision and Curriculum Development.