Assessment Practices in Public Schools: Alignment with Learning Objectives and Student Needs

Abstract

The effectiveness of assessment practices in public schools has garnered significant attention in recent years due to their direct impact on student learning outcomes. This article explores the alignment of assessment methods with both curriculum learning objectives and the diverse needs of students in public education systems. By reviewing current assessment trends and examining case studies across various school districts, the study identifies key areas where assessments may not fully capture or promote student learning. It also highlights the importance of tailoring assessments to meet the developmental, cultural, and cognitive needs of students. The findings emphasize the need for comprehensive professional development for educators, advocating for the integration of formative, summative, and alternative assessment approaches. Finally, the paper proposes policy recommendations to ensure that assessment practices are both equitable and effective in promoting educational success for all students.