Blog Assignment: Week 6 EDUC-6161-6

December 8th, 2012.

 

                                                               Testing for Intelligence

Every teacher has his or her role as a child caregiver  to carry out assessment to the direct standard. Likewise, all teaching involves evaluation, which is judgment - making decisions that are based on value. Information is compared to criteria, in the process of evaluation, and then judgments are made. Similarly, measurement is evaluation put in quantitative terms. It states how much, how often, or, how well, by providing scores, ranks, or ratings. Measurement also allows teachers to make comparisons with students' performance.

Undoubtedly, teachers choose to be engaged in assessment, because they see disruptive or dangerous behaviours, and/or, because they see normal behaviour exhibited in inappropriate contexts (Sylvian & Ysseldyke, 1995). Erwin (1991) has defined assessment as the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analysing, interpreting, and using information to increase students' learning and development. One kind of assessment procedure is testing, where the students are presented with a set of questions or tasks, so as to obtain a measure of performance, often represented by a score that is intended to assist in answering questions, and produce information about the tested children.

Choosing which method of assessment to be used, is perhaps one of the most confusing aspects. There are two categories of assessment: - standardized test, and informal methods. Nonetheless, all methods of assessment  make errors, but it is a good idea to strive for a balance between global or holistic evaluation, and detailed specific assessment of young children. Shepard (1994), as well as Ratcliff (1995), have posited that, the younger the child being evaluated, assessed, or tested, the more errors are made.

Consequently, professionals in the early childhood education field, rely on a combination of assessment methods, including some of the common   informal  methods, that include checklists, observations, and case studies. An additional method which has been gaining favour in the early childhood community, is the portfolio(Gronlund, 1998). This is a collection of work thoughts to be representative on the individual child, which can be used as a springboard for reflection.

Because young children learn in ways and at rates different from older children and adults, teachers must tailor the assessment accordingly. If teachers are concerned about children's holistic development, a checklist will help them find the right course of action, and it must be appropriate for the children's age group. When using this method, teachers should pay attention to whether the attributes are typical.

In addition to that, children can be assessed through observations. Research has suggested that observations should occur on an ongoing basis in natural settings (Shepard, Kagan, & Wurtz,1998), and should be integrated into daily activities (Chapman, 1997). Montessori Scientific Observation had a revolutionary vision of education, based on her study of children. It has demonstrated that forced education which is based on political ideologies interferences violently with children's natural developmental growth. Her goal was the formation of children's personality, where she recognized that various maturational stages of development, in moral or "sociocognitive" development, and in intellectual  or "cognitive" development. These are Montessori "sensitive" periods. Certainly, effective observation can assist in effective assessment, and support for children's individual developmental pathways.

Also, the case study will give details about the child or children being investigated. This study can be qualitative or quantitative, and has a holistic approach, which tries to capture all of the details of a special child, or, group of children, relevant to the purpose. Case studies rely on multiple sources of data, including interviews, direct observation, video and audio tapes, internal documents, and artifacts. Once teachers are involved with children, attention must be paid to their holistic development: Their physical, intellectual, language, emotional, and social development.

Education is the key in preparing a country's citizens for functioning in a global environment, as well as, a highly independent world, and the island of Jamaica is no exception. The underlying national philosophy is that, each child must be assisted to maximize his or her talents and abilities, and acquire the highest level of skills and knowledge of skills of which he or she is capable.

In Jamaica, primary education lasts six years and caters to children aged six to eleven. Primary education is offered in primary schools (Grades 1-6),Junior High Schools, Preparatory Schools, and all-age schools (Grade1-9). All-aged schools are being converted to primary schools, or primary and junior high schools. The Common Entrance Examination (CEE, Secondary Education Entrance Examination), was discontinued in 1999, and replaced with the Grade Six Achievement Test (GSAT). This test (GSAT) is designed to measure the academic development of children at the primary level, and serves as a mechanism to facilitate the placement of students at secondary-level schools. In addition to the GSAT, pupils are tested in Grade one (Readiness Inventory Test), Grade Three (Diagnostic Test), and Grade Four (Literacy Test). The Grade One  Individual Learning Profile (GIOLP) was administered for the first time in 2008. It has replaced the Grade One Readiness Inventory. The GOILP measures the proficiency level of students in six subsets, namely general knowledge, number concepts, oral language, reading, writing and drawing, work habits, and classroom behaviour.

All teachers (from preschool to primary schools) should have formal training before they enter the teaching profession, so that the delivery of education will be far above the required standard. Also, schools need to be well equipped with support materials, so that the delivery of instructions will not be hampered. Additionally, children should have a balance diet, so that their intellectual and physical development  will not be impaired. Also,adding to the children's  success in school, are the parenting support for these children.

 

                                                                           References

http://www.ibe.unesco.org/fileadmin/user-upload/Publication

http://www.holisticeducator.com/montessori.htm

http://www.teachingexpertise.com/articles/observing-record

Woolfolk, A. E. (1990). Educational Psychology. Eaglewood Cliffs, New Jersey: Prentice Hall, Inc.