Universidad Nacional Autónoma de Nicaragua

Language Departament

English

Integrated English VII

Opinion Essay

Name: Geovana Rachell Murillo Aburto.

Nº carnet: 20019481

Date: 22/05/2024.
Group: M34B Saturday.
 Tasks are better than Tests

In my point of view, tasks are better than test because there is more comprehension.
Give the students abilities and understanding. Second, tasks are assignments because
reflect projects and real-world applications of knowledge, which contrast sharply with
the more traditional, standardized format of tests. There are several compelling reasons
why tasks are a superior method of evaluation.

Firstly, tasks promote deeper learning and critical thinking. Unlike tests, which often
emphasize rote memorization and the ability to recall information under pressure, tasks
require students to apply what they have learned in a meaningful way. For instance, a
project that encourages students to engage with the material on a deeper level. They must
understand the context, analyze sources, and synthesize information, which leads to a
more profound and lasting grasp of the subject matter. This kind of learning is not only
more engaging but also more reflective of real-world applications where problems are
seldom solved by merely recalling facts.

Secondly, tasks better accommodate different learning styles and intelligences. Tasks can
be designed to harness these diverse strengths. For example, a student strong in
interpersonal intelligence might excel in a group project, while one with spatial
intelligence might thrive in creating a model or visual representation. This inclusivity not
only fosters a more equitable learning environment but also allows students to showcase
their unique talents and abilities.

Moreover, tasks encourage collaboration and the development of essential soft skills.
Integrate more participants to communicate ideas, and manage time efficiently. Group
projects and collaborative assignments in educational settings mirror these real-world
scenarios, helping students develop these critical skills. Tests, on the other hand, typically
measure individual performance and do little to foster teamwork or communication skills.
By integrating tasks into the curriculum, educators can better prepare students for the
collaborative nature of most modern workplaces.

Furthermore, tasks provide a more accurate and comprehensive assessment of student

learning. Traditional tests are often criticized for their narrow focus and inability to
capture a student’s full range of abilities. They can be influenced by test anxiety, which
affects many students and can result in a performance that does not truly reflect their
understanding or capabilities. Tasks, offer multiple opportunities for students to
demonstrate their knowledge and skills. This continuous and varied assessment is less
likely to be skewed by a single bad day or moment of anxiety.

Finally, tasks foster a more engaging and motivating learning environment. When
students see the relevance of their work and understand that it has practical applications,
they are more likely to be motivated and invested in their learning. Projects and
assignments that connect to real-world issues or personal interests can ignite a passion for
learning that standardized tests rarely achieve. This intrinsic motivation is crucial for
lifelong learning and the development of a growth mindset, where students see challenges
as opportunities to improve rather than threats to their self-worth.

In conclusion, while tests have their place in education, tasks offer a richer, more
inclusive, and practical means of assessing student learning. They promote deeper
understanding, accommodate diverse learning styles, encourage the development of
essential soft skills, provide a more accurate assessment, and create a more engaging
learning environment. As education continues to evolve, it is imperative that we move
beyond the narrow constraints of traditional testing and embrace the comprehensive
benefits that tasks provide.

References

(Murillo Geovana, 2024)