In viewing young children holistically, I think children should be assessed on many levels. Since there are many types of intelligences, a work sampling in each of those realms would enable an educator to gain a wider snapshot of what the child knows. Observation of the child in cooperative learning groups or at play will also allow for objective, specific notes which can be quite effective in documenting children's progress.
In England, children aged 5-11 are assessed at the end of the year and attain grades from a level 1 (the lowest) to a level 5 (the highest). The English Department of Education is trying to reform this system by instituting grades which will range from A to G and the end of the year tests will earn either a ''pass'' or ''fail'' grade in subjects such as math, science, and English. The DOE feels this new grading system will enable educators to pinpoint which students need help in any of those subjects. Opponents of the new grading system say that it is not fair to basically pass or fail a child as all children learn at different developmental speeds and that the government is not taking into account those children who are younger or in special education.
I feel that standardized tests are not a real measure of a child's knowledge. I was one of those students who could memorize something and spit it back verbatim. But did I learn anything? I doubt it. A true measure of a child's intelligence comes to light on so many levels and a test cannot measure for everything. The pressure on the school system institutes pressure on the child and children do not need to be stressed any more than they already are.
References
http://www.telegraph.co.uk/education/educationnews/9324726/Primary-school-grading-system-to-be-overhauled.html
Hello Jennifer I enjoy reading your post very informative. Children are the most intelligent person I ever known and also they thieved for learning new things. Sophia
ReplyDeleteIt was really interesting to read about the testing in England. A similar type of assessment in New Zealand has been implemented for the last 10 years or so where on tests children are graded with 4 different grades depending on their results; these being 'not achieved', 'achieved', 'merit', and 'excellence'. I agree that this type of testing does not give us the chance to get the whole picture of a child's abilities. It is so important to look at children holistically. Thanks for your post!
ReplyDeleteWhat a great post! So informative and I totally agree with you that is hard for you to tell what a child really is capable of by looking at the results from a standardized test.
ReplyDeleteYes,it is essential to keep work sample of the children work. Therefore, the work samples can be used to document what the children are learning or having difficulties with in the learning environment. It can also be used as one of the evident if whether a child need special education services or not. Through daily observation and monitoring, teachers gather a better view on what areas the children are strong and/or weak in to support the classroom learning process.
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