Viewing children holistically will
require you to be totally committed to measuring and testing every aspect of
development related to their growth. In order to do this and obtain the most accurate
results you have to take in consideration every aspect of the child. There are
so many things that will need to be considered when viewing children holistically.
When creating standards for children they should not be based on what we think
is best for everyone, but based on the individual. The state requires that all
children take the same standardized test not taking into consideration their
individual needs. One test should not be the determining factor of a child’s
future academic success. No child learns or develop the exact same as another. There
are also other factors related to development that needs to be considered. A
child cannot be accurately assessed if you do not take assess every aspect of
development and take in consideration how they are developing.
While
student assessment does not seem to be going away anytime soon, we must be cautious
of how these instruments can be used. If used correctly, research suggests that
they can point educators in the right direction with respect to student needs.
However, if used as a weapon in international and national educational warfare,
researchers also warn that such instruments might yield mass destruction.
US researchers have revealed that
student assessment do not match in any two countries. In England, schools
provide multiple measures of performance that serve multiple purposes. Schools
assess student progress through both a national examination and teacher-made
tests when students reach the ages of seven, eleven, fourteen, and sixteen. These
exams are primarily used to measure the effectiveness of the schools in delivering
the national curriculum. All schools must follow nationally prescribed content
and pedagogic methods and set targets for individual pupil learning. Gipps,
Clarke, and McCallum (1998) assert that this system places too little emphasis
on assessment of learning and too much on assessment for learning.
Gipps, C., Clarke, S., & McCallum,
B. 1998, April. The role of teachers in national assessment in
England. Paper presented at the Annual
Meeting of the American Educational Research
Association, San Diego, California (ERIC
Document Reproduction Service No. ED 419
836).
No comments:
Post a Comment