Assessing student learning through grades and quiz scores can be misleading, as these often reflect test-taking abilities rather than actual competencies. The concepts of intelligence and student motivation are subjective and unquantifiable, complicating accurate assessments. Moreover, reliance on inferred internal constructs leads to a misinterpretation of students' skills. The article emphasizes the importance of focusing on observable behaviors such as participation and work products as the only defensible evidence for assessing student learning effectively.
Formal assessments often misrepresent actual learning because they primarily measure test-taking skills instead of true skill attainment, potentially misleading educators about student competencies.
Critical educational terms like engagement, motivation, and understanding lack objective measurement, making it vital for educators to rely on observable behaviors in their assessments.
#student-assessment #education-practices #learning-outcomes #observable-behavior #measurement-of-learning
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