Critical Analysis of Educational Research: Assessment and Achievement

This assignment critically analyzes three scholarly articles related to the research question: "Do assessments increase a student’s academic achievement?" The analysis includes a critical evaluation of the research methodologies, findings, and conclusions presented in each article. The first article examines the relationship between homework and formative assessment, highlighting the importance of classroom work and feedback. The second article explores the role of critical thinking within cognitively based assessment, emphasizing its positive impact on student performance. The third article investigates the relationship between summative and formative assessment, emphasizing the importance of both in student learning. A synthesis of the research findings reveals common themes such as the use of secondary data collection methods, the focus on assessment parameters, and the varying definitions and interpretations of assessment among different researchers. The assignment also discusses the differences in research objectives, designs, and findings across the articles. Based on this analysis, the original research question is refined, with the understanding that assessment, particularly when considering specific parameters, is directly related to student academic achievement. The assignment concludes by highlighting the significance of assessment in the educational system and its impact on the learning cycle and student success.

RUNNING HEAD: EDUCATIONAL RESEARCH 0
ASSESSMENT

EDUCATIONAL RESEARCH 1
Table of Contents
Introduction......................................................................................................................................2
Critical analysis...............................................................................................................................2
Synthesis of research findings.........................................................................................................4
Development of research questions.................................................................................................6
References........................................................................................................................................7

EDUCATIONAL RESEARCH 2
Introduction
Student’s academic achievement is achieved through various activities and task which are
provided by the teachers to the student (Abudllah & Ahmed, 2019). The estimation describes that
assessments is one of the major activity which helps in raising the academic achievement by
student. Therefore, academic achievement is the extent to which a student attained their short and
long term educational goals and objectives that is completing the education benchmark which
includes bachelor’s degrees etc. The present discussion is made on the research question “Do
assessments increase a student’s academic achievement”.
This research question is selected because much of the studies are conducted to
understand the assessment task provided to the student. However, not much of the study is
performed to investigate the relationship between assessment and students academic
achievement. The estimation describes that majority of the students increase their performance
and achieve their personal goals because of indulging in various assessment activities (Aidoo,
Boateng, Kissi, & Ofori, 2016). It is because of the reason that this increases the learning and
knowledge of the students as well as through that student will undergo from several types of
challenging which increase the intellectual skills of the students.
Assessment leads in support the students to make use and involve empirical data on the
learning of the students it is because this refines the new programs and strategies for enhancing
the knowledge and learning of the students (Aidoo, Boateng, Kissi, & Ofori, 2016). The research
question focuses on understanding the association it with the student academic achievement it is
due to the reason because this helps the student to develop by including in the procedure of
gathering, collecting and make discussion about the information through different sources so that
teachers can support the student to enhance subsequent learning in the particular field. Further, in
this report, a critical analysis of the literature is done and findings will be discussed through
which research question is refined.

EDUCATIONAL RESEARCH 3
Critical analysis
Homework is considered the major activity which is provided by the teachers to students,
it is the daily work of the teachers (Strandberg, 2013). The purpose of the study is to understand
the evidence in which homework is related to the formative assessment; the research is
conducted in Sweden. In this study the data collection was done through adopting a secondary
method that is by reviewing peer review articles, doctoral thesis, international report as well as
handbook. The study also used ESSCO-host to get the complete articles between the year of
1989-2011. The articles will be of comparative research design, much of the empirical articles
were involved in conducting the study. Researcher adopt qualitative method that is data analysis
is done through adopting thematic analysis and data collection is done by using “international
peer reviewed articles, doctoral theses, reviewed anthologies, encyclopedias, international
reports and handbooks”.
The findings of the study demonstrate that there is a direct association between
homework as well as assessment. The studies also revealed that classroom work is also related
with the quality of the homework and feedback (Strandberg, 2013). The conclusion is supported
by the research findings it is because this also describes that not more studies are conducted and
to lack consistency in defining the relation of homework and assessment. The research design are
appropriate for the research question and this study is related with the present research question
it is because this helps in providing information about the improvement of the student due to
homework and assessment.
“Cognitively based assessment for as learning (CBAL)” is the significant and major
approach for assessment which is also related with the action and improves as well as increases
assessment and instructional practices (Embretson, 2010). The critical thinking is also major
approach that provides positive outcomes to the students. The aim of the study is to understand
the concept of critical thinking in CBAL it is because the estimation describes that it leads in
providing positive results. The data collection was done by adopting secondary method and the
research was conducted by using descriptive research design. The present study was conducted
by taking a qualitative research approach, the analysis describes that there is unintended
influence of critical skills and CBAL approach.

EDUCATIONAL RESEARCH 4
The more critical thinking leads the student to adopt challenging mathematical tasks and
support in performing short level task which are important for conducting the higher level task.
The conclusion of the study is related with the research findings because the role of critical
thinking is significant in learning and assessment as well as other challenging tasks. Therefore,
descriptive research design is suitable in this study because qualitative approach is taken for data
analysis and researcher used action research method to make critical reflection on CBAL
approach (Embretson, 2010). The article is related with the current research question because it
describes that student critical thinking in assessment leads to achievement in long run.
The evaluation and assessment is considered the significant concept it is because
assessment provides the judgment of the student work and evaluation is considered the approach
of making analysis about the delivery of the course (Taras, 2005). The aim of the study is to
understand the relationship between central terminology and assessment. The study also focuses
on examining the realignment of formative assessment as well as formative assessment. The
methods which are used in the study include that researcher used exploratory research design
method. The study also used inductive research approach as well as research adopts qualitative
type of research in which critical analysis and case study method is used to analyze the articles
and provide information about FA and SA in accurate manner.
The findings of the research revealed that FA and SA is both different assessment in
developing the learning of the student. Therefore, FA is considered the addition of SA and raises
the overall understanding of the students (Taras, 2005). The findings of the research is related
with the conclusion it is because SA is the main problem in the education system and considered
difficult and challenging in developing the FA. The methodology is suitable for research findings
because research is focused on two aspects of assessment and is important for the present
research question it is due to the reason that it defines different assessments to accomplish the
achievement.
Synthesis of research findings
The common themes of the study are that data collections of these articles are done
through adopting the secondary method that is by adopting the technique of critical analysis of
the literature article (Strandberg, 2013). It is because through this various opinion, attitudes and

EDUCATIONAL RESEARCH 5
perceptions of the authors are reviewed in highly critical manner. The common themes of the
study are as that in each articles several themes which are considered important for the study and
getting the results are identified. The analysis of the articles revealed that each author focused
that assessment are considered the judgment which is provided to the student regarding their
efficient work and all the assessment need and include various significant parameters through
which the overall work of the assessed (Embretson, 2010).
Therefore the authors revealed that the results of the students are mainly assessed through
these parameters and considered important because of getting achievement in the long run. The
similarities in the articles are also that authors describe the process of the assessment that is
teachers while evaluating mainly focuses on developing the standard by which the performance
is to be analyzed (Taras, 2005). The judgment for the particular context leads in motivating the
student to show more creativity and innovation in the specific context, therefore the parameters
will be of two types explicit and implicit it is because this helps in maintaining transparency in
the study.
However, the estimation also describes that the meaning and concept of the assessment
can be different for the diverse teachers and student because of varies in the behavior and attitude
(Taras, 2005). The other similarities of the articles are that it estimated that this assessment leads
in developing the children by increasing their knowledge, capabilities and support them to get
challenging task so that they can perform various activities in the particular area. Further, the
differences in the articles are discussed.
The difference in the articles includes that the objectives of Strandberg is focuses on
conducting the research is different that is authors focuses on understanding the association of
assessment with the homework (Strandberg, 2013). In the other hand in other articles authors
concentrate on critical thing and learning as well as author examined the aspects of assessment
that is FA and SA on the development of the student (Embretson, 2010). The research design
used in different research varies with the aim of the study it is because through this researchers
can analyze the type of research to be used and also help in selecting the method of conducting
the study.

EDUCATIONAL RESEARCH 6
Strandberg revealed that in the present time need of assessment is important and on the
other hand Embretson revealed that parameters of the assessment leads and support the teachers
to evaluate the learning and work done by the student (Embretson, 2010). The researchers also
describe that through these strategies can be adopted to provide knowledge to the students
according to their needs and capabilities. In the other hand Taras revealed that through
assessment the student can identify the issues and problems in which they lack (Taras, 2005).
The findings of the articles are also different that is Strandberg describes that homework
and assessment move hand in hand it is because through this teachers can assess the work of the
student in regular manner which can help the student develop in earlier manner (Strandberg,
2013). Embretson find that critical thinking in assessment help in adopting effective method of
evaluation (Embretson, 2010). Taras find that students should be assess through FA and SA it is
because this make assessment complete and increase the abilities of the student to further
perform challenging tasks (Taras, 2005).
Development of research questions
The research question will have to remain same that is Do assessments increase a
student's academic achievement". It is because through the article reviewed it is find that student
capability of doing the challenging task and accomplishing the student academic achievement is
highly and majorly depend on the efficient procedure of assessment. Further, the understanding
will be increased by describing that the assessment of the student is done through certain
parameters which can also called standard this is because the assessment of each student will do
on the equal manner (Strandberg, 2013).
The articles also describe that the most challenging task is selecting and finding the actual
parameters by whom every work of the student are related and help in getting positive and equal
results. It is due to the reason that the overall assessment and achievement of the student is
related with the chosen parameters (Taras, 2005). The assessment is direct related with
“student’s academic achievement” it is also because of other reason that this is just related with
the feedback which are provided to the student and helps in receiving the information and
knowledge regarding the actual level of performance.

EDUCATIONAL RESEARCH 7
This given through both FA and SA and this is the reason the research question remain
same because it cover all the points, approaches and ideas related to the assessment and their
impact on long term achievement for the student (Embretson, 2010). Through this the knowledge
is also gained by findings that assessment is the major term in the education system and can
improve the learning cycle as well as leads in maintaining good relationship. Due to considering
it through the two way communication that is sending and receiving the feedback by
understanding it in-depth (Taras, 2005). Further, the estimation also describes that assessment
leads in making discussion valid in several areas and context to develop student for receiving
success.

EDUCATIONAL RESEARCH 8
References
Abudllah, A. M., & Ahmed, S. A. (2019). An Assessment of Students’ Achievement in
Vocabulary . Zanco Journal of Humanity Sciences , 23 (3), 493-503.
Aidoo, B., Boateng, S. K., Kissi, P. S., & Ofori, I. (2016). Effect of Problem-Based Learning on
Students' Achievement. Journal of Education and Practice , 7 (33), 103-106.
Embretson, S. (2010). Cognitively based assessment and the integration of summative and
formative assessments. Measurement , 8 (4), 180-184.
Strandberg, M. (2013). Homework–is there a connection with classroom assessment? A review
from Sweden. Educational Research , 55 (4), 325-346.
Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British
journal of educational studies , 53 (4), 466-478.