Transformation in Bhutanese Education System has had a significant impact in ensuring that learning remains effective, inclusive and relevant. Modern Education were introduced in Bhutan with the help of the Indian Government with inefficacious result. However, over time, Bhutanese education systems have improved to bring effective performance of students and teachers for a better future. The success of transformative education lies in the implementation of research-based learning methods, shifting from traditional lecture-based methods to more practical and interactive approaches.
Assessment plays a vital role in education by shaping how students learn and how teachers teach. From my understanding, assessment is the process of gathering and interpreting information about students' strengths and weaknesses. It serves as a guide for teachers to make instructional decisions and helps students to navigate their learning journey more effectively. Assessment should be an integral part of the educational process rather than just evaluating a term based on a single performance view.
Furthermore, the article "Formative Assessment Practice in Bhutan" explains that the evolution of Bhutanese education has shifted from an external-reliance model to a more standardized and independent approach. This transition focuses on improving educational outcomes, making education more effective and relevant to learners' needs.
Understanding the concept of assessment is crucial for both learners and educators. Peter Liljedahl outlines four purposes of assessment. Communication serves as the primary purpose, bridging the gap between teachers and students, and fostering a learning environment where students can articulate their understanding and areas needing improvement. Guidance ensures that assessment helps students improve rather than simply being labeled. Navigation helps learners track their progress and understand their learning path. Lastly, evaluation ensures that assessment provides constructive feedback and not merely a judgment.
According to Peter Liljedahl, one major challenge is the tendency to use assessment primarily for sorting and ranking students. Instead, assessment should be viewed as an integral part of learning, helping to build critical thinking skills, confidence, and knowledge rather than just ranking them based on a single performance view.
In conclusion, assessment in education should focus on holistic development rather than just ranking and sorting. It should promote critical thinking, build confidence, and offer valuable guidance, helping learners progress effectively throughout their educational journey.
