Introduction
The Bruner Assessment Model (BAM) is a comprehensive system of assessment tools, tools and procedures that help teachers measure and assess student achievement and identify areas of cognitive, emotional, physical and academic functioning. Developed by renowned educational psychologist Dr. Jack Bruner, the BAM provides a framework for teachers to use in order to evaluate student performance, build instructional plans and ensure that all students have an equitable chance for success. This paper will discuss the advantages, limitations and steps for implementing the Bruner Assessment Model.
Advantages of the Bruner Assessment Model
There are several advantages to using the Bruner Assessment Model in the classroom setting. First, the BAM strengthens assessment because it offers a consistent approach to reaching valid and reliable conclusions regarding student performance and measurement. In classroom assessment, the BAM provides a common language and understanding between educators, facilitators, administrators and students alike. Examples of this common language include words and phrases such as “learning objectives,” “content coverage” and “assessment foundation.” Additionally, this common language and framework allows practitioners to measure student performance, identify areas of concern to individual students, provide timely interventions and develop future instructional plans.
Second, the BAM helps to eliminate bias in student assessment by providing techniques for assessment that can be adapted for almost any student or subject. Through the various types of assessments, such as interviews, direct observation, standardized testing and informal assessment, there is a multitude of methods to assess student needs that takes into account their culture, experiences and learning styles. With this flexibility, teachers can tailor their assessment techniques to meet individual students’ needs.
Third, because the BAM is comprehensive in nature, it eliminates the need to have multiple assessments in order to measure student performance. In other words, instead of requiring multiple forms of assessment in order to measure a student’s performance, the BAM allows practitioners to gauge multiple performance objectives and a variety of learning requirements.
Limitations of the Bruner Assessment Model
The BAM is also not without limitations. One limitation of the BAM is that its administration must be conducted by an experienced and trained practitioner. Without proper training and knowledge of the model, the amount of time needed to measure student performance will be significantly cut, the accuracy of the assessment results will be lowered, and bias may inadvertently be incorporated into the weighted scores. If a practitioner is not experienced or trained, then he or she risks detrimental errors in assessing student performance.
In addition, the BAM only assesses what a student is capable of based from his or her performance within the classroom setting. It does not include any outside factors such as home life, family stress or learning disability. Therefore, it may not be a good tool to use when attempting to evaluate students with significant outside influences on their learning.
Steps for Implementing the Bruner Assessment Model
In order to properly implement the BAM, there are three steps that must be followed. First, the practitioner must select the appropriate assessment technique(s) that best fits the needs of the student. The appropriate assessment is selected based on the type of student and the objectives of the assessment.
Second, the practitioner must develop a valid assessment instrument by posing pertinent questions that are appropriate for the assessment technique and measure the student’s knowledge or skills.
Third, the practitioner must utilize a scoring system in order to interpret the results of the assessment. Scores should be interpreted in such a way that is meaningful and relevant to the student’s objectives and goals.
Conclusion
The Bruner Assessment Model is a comprehensive system of assessment tools and techniques that can be used to accurately measure student performance and identify areas of cognitive, emotional and academic functioning. It provides a consistent approach to reaching valid and reliable conclusions regarding student achievement and it eliminates the need to utilize multiple forms of assessment in order to measure student performance. The BAM also has limitations in that it must be conducted by an experienced and trained practitioner, it does not take into account outside factors, and it cannot be used to measure any learning disabilities. Finally, it is imperative to remember the three steps for properly implementing the BAM: selecting the appropriate assessment technique, developing a valid assessment instrument and utilizing a scoring system to interpret the results.
