Which one do you subscribe to?:

All students are basically the same and learn in the same way. Therefore instruction and testing can be standardised.

There are no standard students. Each is unique. Therefore teaching and testing must be individualised and varied.

Norm- or criterion-referenced standardised test scores are the main and most accurate indicators of students’ knowledge and learning.

Performance-based, direct assessment, involving a variety of outputs, gives a more complete, accurate and fair picture of student knowledge and learning.

Paper and pencil tests are the only valid way to assess academic progress.

Student- created and maintained portfolios, which may include paper and pencil tests as well as other assessment tools and performances, paint a more holistic picture of progress.

Assessment is separate from the curriculum and teaching. There are special times, places and methods for assessment.

The lines between the curriculum and assessment are blurred. Assessment is always occurring in and through learning and teaching.

Outside testing instruments and agents provide the only true and objective measure of student knowledge and understanding.

Learners themselves and their mentors, friends, family and teachers, hold the key to accurate assessment of learning.

There is a clearly defined body of knowledge that students must grasp and be able to reproduce in a test.

The main goal is for students to learn how to learn, to think critically and creatively and to use intelligence in as many ways as possible.

If something can’t be objectively tested in a uniform and standard way, it isn’t worth teaching or learning.

The process of learning is as important as the content of the curriculum.

The efficiency of an assessment approach (easy to administer, score and quantify) is the paramount concern when developing tests.

The benefit to students’ learning is the paramount concern.

Assessment should be used to point out failure, make comparisons among students, and rank students to determine their standing and future prospects.

Assessment should be used to enhance and celebrate learning, to deepen understanding, and to expand learners’ ability to transfer learning to life beyond formal schooling.

Learning and teaching should be focused on curriculum content and acquiring data.

Learning and teaching should address the needs of individuals and focused on the learning process, the development of thinking skills and understanding the dynamic relationships between curriculum content and life.

Learning is a mastery (sic) or understanding of various bits of objective, factual information.

Learning is first and foremost a subjective affair in which the learner’s understanding of self and the world is transformed, expanded, questioned, deepened, upset, stretched.

Successful teaching is preparing students to achieve on various tests designed to assess their knowledge in different subjects.

Successful teaching is preparing students for effective living: for doing, being, learning and living with others.