The current assessment of the student’s academic achievement is a big mistake
International Journal of Development Research
The current assessment of the student’s academic achievement is a big mistake
Received 05th January, 2022; Received in revised form 28th January, 2022; Accepted 17th February, 2022; Published online 28th March, 2022
Copyright © 2022, Cristiano Mauro Assis Gomes et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study argues that the current assessment of the student’s academic is wrong. The educators, in general, were trained in a secular practice that the student’ academic achievement can be evaluated through the measurement of the population or a group of students. This direct transposition of the estimate of the population to one particular student is the reason why the current assessment is wrong. This study shows the main arguments that sustain this statement, cautioning educators that a sweeping transformation is necessary for a proper evaluation of the academic achievement and learning of the student. In sum, in this article we show that all we know about the student’s achievement and learning, including their predictors, are not valid. Furthermore, we also claim that researchers and educators should recognize the importance of this issue and consider other alternatives to render valid and viable the measurement of the student’s achievement and learning.
