Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/18193
Title: Why Students Don't Like Assessment and How to Change Their Perceptions in 21st Century Pedagogies
Contributor(s): Kivunja, Charles  (author)orcid 
Publication Date: 2015
Open Access: Yes
DOI: 10.4236/ce.2015.620215Open Access Link
Handle Link: https://hdl.handle.net/1959.11/18193
Abstract: In more than thirty years of teaching and testing students of all ages and across all learning stages - primary, secondary, college, university undergraduates and postgraduates - I am yet to find a student who looked forward to an assessment task they were to complete. Why? One might ask: why don't students like assessment? And how can we change their perceptions? To lay the groundwork for answering these perplexing and yet important pedagogical questions, this paper starts with an explanation of the meaning of educational assessment. It then delineates the different types of assessments and their intended purposes before examining reasons why students don't like assessment. This is followed by suggestions of what we could do as pedagogues, to make assessment meaningful and attractive to students in 21st century learning so as to change their perceptions of assessment. The paper argues that just as effective teaching and learning need to change from the orthodoxy 3Rs and core subjects that drove the Industrial Age to a New Learning Paradigm which includes the Super 4Cs Skills of the 21st century, (critical thinking and problem solving, collaboration, creativity and innovation, and communication), so does assessment need to change if it is to serve its moral purpose in 21st century education.
Publication Type: Journal Article
Source of Publication: Creative Education, 6(20), p. 2117-2126
Publisher: Scientific Research Publishing Inc
Place of Publication: United States of America
ISSN: 2151-4771
2151-4755
Field of Research (FOR): 130106 Secondary Education
130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930301 Assessment and Evaluation of Curriculum
930201 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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