SCHOOL-BASED ASSESSMENT - UNDERLYING IDEOLOGIES AND THEIR IMPLICATIONS FOR TEACHERS AND LEARNERS

This paper examines two assessment paradigms that can be identified as operating informs of school-based assessment. Technicist and educative concepts of assessment are embedded in conflicting world views as regards the teacher, the learner knowledge and the learning process. Given the different political and policy implications derived from the two paradigms this paper sets out to elucidate and critically analyse the assumptions underlying each paradigm. The context for this discussion is school-based assessment. It is argued here that despite a number of developments in school-based assessment, such as the adoption of student profiles, much of the assessment that takes place in Schools is informed by technicist assumptions. These assumptions have implications for both teachers and learners. The paper explores these implications giving particular attention to different roles teachers play within each paradigm. The paper concludes by suggesting that educative assessment may encourage teachers to question the existing culture of teaching and to engage in development activities that will not only increase their professional knowledge and understanding but also contribute to more meaningful and effective accountability