School-age assessments and testing is a controversal topic. I believe that testing, assessments, and benchmarks are a framework for what children should be obtaining from their school. It also helps to hold teachers accountable. However, I believe test scores should not be the only source of academic and social competency. A more holistic approach, including academics, social, developmental, and cultural aspects should be considered. Schools should assess children in the beginning of the school year, adjust their teaching to meet individual needs and continue in this manner.
The Danish school system traditionally had no formal assessments. Assessment was informal, formative by nature, and directed towards students and parents. They valued inclusion, partricipation, and dialogue between teacher and student, and a sense of community. Students were motivated and confident in academic ability. However, as the world is becoming more complex, standardized testing is making its way into the Danish school system (Dolin & Krough). The PISA (Programme for International Student Assessment) takes into account literacy skills, sets benchmarks for educational improvement, and notes strengths and weaknesses of the educational system. This assessment has noted that Danish children are the most motivated to learn, however academically fall below the norm. Even though PISA makes changes to traditional priorites in the Danish setting, formal assessment has made its way into the school system.
Dolin, J., Krough, L.B. (2010), The Relevance and Consequences of PISA Science in a Danish Context. International Journal of Science and Math Education.
