Key points:
- There are several reasons it can be problematic for teachers to be assessors
- New staffing models could create more balanced assessments and grading
- See related story: 8 questions for educators as they use assessments to support student learning
As a restaurant manager, how would you feel if you were suddenly tasked with inspecting the food in your own kitchen? Or as a gymnastics coach, how would you react if you were asked to score your own team’s performances in a competition? It’s clear that when one person is both a manager or coach and an evaluator, conflicts of interest can arise. Yet, in the field of education, it’s common for teachers to both instruct their students and grade their academic achievements.
In conventional K-12 education, teachers are expected to wear many hats. They must design and deliver effective lessons, assess student learning, manage classroom behavior, and build relationships with students and families. But what if we could unbundle the role of the teacher and distribute these responsibilities across a team of experts?
It may be time to rethink the role of the teacher as an assessor and separate the two responsibilities.
Highlighting the need for change
Here are four reasons why it’s problematic for teachers to also be assessors:
1. Inaccurate grading. Developing a reliable and objective grading system is a complex process that requires expertise in psychometrics. Teachers simply don’t have the time or resources to dedicate to this endeavor. As a result, they may resort to creating their own assessments, which may not be scientifically sound and can lead to inaccurate grading.
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