Best Practices Adopted in the Secondary Schools

Both formative and summative assessments are to be carried out at the secondary level. There should be provisions for continuous and comprehensive assessment and subsequent feedbacks in the learning process. Interactive assessment in the classroom assumes special significance at the secondary level as students need constant feedback for the learning activities they undertake. There should be a regular assessment at the secondary level. This is rightly suggested by E.C. Wragg when he remarks: “ In most of the classrooms, assessment tends to be regular and informal, rather than irregular and formal. This is because teaching often consists of frequent switches in who speaks and who listens, and teachers make many of their decisions within one second.” (Wragg, 2001). The purpose of this paper is to analyze critically the best assessment strategies in secondary schools. The interactive assessment, coherent assessment systems, self-assessment, peer assessment, and feedback are identified as the most effective strategies in the assessment of the learning outcomes of secondary students.The teaching-learning process is highly interactive and assessment during each stage of the interaction is an essential prerequisite for an effective learning process. Interactive assessment assumes greater significance as a good teacher can very well understand the learning level and comprehension of students and can assess the student during the teaching-learning process itself. For this assessment to be accurate and effective, the teacher needs to be a keen observer who can elicit student responses, understand their thought process, recognize their learning difficulties, and guide them with proper feedback. One of the major advantages of the interactive assessment is that it creates a strong conviction in the minds of the learners that they are an active part of the instructional process and that their views and thoughts are being taken into account. This can provide them with better confidence to take part more enthusiastically in the teaching-learning process.