The application of educational assessment and academic achievement for elementary school students

Abstract

Educational assessment is one of the most important components of the teaching-learning process due to its significant role in enhancing learners' proficiency. Its impact is evident throughout the educational process, from inception to conclusion. Based on this premise, we conducted this study to identify the relationship between indicators of educational assessment (formation, timing, continuous monitoring, feedback, assessment conditions, curriculum density and content, etc.) and academic achievement indicators (allocated formation, pedagogical processing, etc.) at theelementary level. Employing a descriptive approach and statistical analysis, we found significant correlations at a 0.05 significance level between indicators such as continuous monitoring, types of educational assessment, classroom density, specialized formation, and the hindrance of proper assessment implementation due to classroom density. One of the proposed solutions is to conduct training courses for teachers on the accurate and proper utilization of educational assessment in the teaching-learning process. Activating feedback in building learning, and this is demonstrated by strengthening the positive aspects and treating the negative aspects, especially in the pedagogical treatment session.