"Even if
you find yourself in a heated exchange with your toddler, it is better
for your child to feel the heat rather than for him to feel you withdraw
emotionally.... Active and emotional involvement between parent and
child helps the child make the limits a part of himself."
Wednesday, August 15, 2012
Saturday, August 4, 2012
Testing for Intelligence?
Personal Believes on Assessing Children
I find it essential to be able to assess younger children's receptive and expressive actions in regards to understanding how they view themselves in relation to the other in their world. Consequently, I believe that it is necessary for professionals to examine what a child understands, response to, imitates, focuses on are very crucial elements in my opinion of understanding how a child is developing. Being able to assess and understand the various levels of how the child see itself in the world allows educators and parents to see the how a child is developing in the following areas: cognitively, psychosocial and bio-socially. In younger children I believe that it is evident that the best way to assess children is by utilizing observational tools and one-on-one engagement.
School age children often have to complete various vigorous and lengthy assessment test in order to reveal their level of need and/or academic ability. These test are often set up to capture a child's ability to master a distinct area of study and most school age assessment are not set up to capture the "whole" child. Also most assessment can only capture what a child know at that very moment not information that a child will acquire with in a given period. On the other hand, I do find that assessment if the provided based on what the child has been exposed to and/or taught are beneficial in regards to child development. So often assessments discuss what a child show know, without taking into consideration the child culture, exposure etc. Also I do not believe that written assessment best portray a child ability. Many children are not "good test-takers". For example, there are many school age children who perform well academically, but poorly on standardize test, (i.e. a child's grade point average, versus their SAT score). Although it is important for educators and other professionals to ensure that children are learning, I believe there are less comprehensive and/or less threatening ways of measuring a student's success. The question that comes to mind is how did all of us survive before assessment.
How India Takes a Stand on Globalize Testing
The article, India Back out of Global Education Test For 15- year-olds by Hemali Chhapia, highlights the extent to how school aged children are assessed in general. The globalized test mentioned in this article compares the performance of students in India to other students in surrounding countries. Some may consider this testing necessary to in order to ensure that children are being exposed to and learning information that is needed to be successful bases on a global view. While other would perceive this type of testing as a ego boost for governmental officials without giving a care to the individual child as a "whole". I believe that this time of testing should not be mandated and based in the article I would venture to state that I respect India's decision to not force their 15-year-old student to complete such an assessment. Based on the article it appears that many countries including India offer many assessment to their school aged children as a result of their stronge believed that academic sucess lead to better higher education and employment opportunity.
References:
Hemali, Chhapia, (2012). India Back out of Global Education Test For 15- year-old. The Times of India. Retrieved August 4, 2012 from, http://articles.timesofindia.indiatimes.com/2012-08-03/mumbai/33019239_1_india-backs-global-stage-math-and-science
I find it essential to be able to assess younger children's receptive and expressive actions in regards to understanding how they view themselves in relation to the other in their world. Consequently, I believe that it is necessary for professionals to examine what a child understands, response to, imitates, focuses on are very crucial elements in my opinion of understanding how a child is developing. Being able to assess and understand the various levels of how the child see itself in the world allows educators and parents to see the how a child is developing in the following areas: cognitively, psychosocial and bio-socially. In younger children I believe that it is evident that the best way to assess children is by utilizing observational tools and one-on-one engagement.
School age children often have to complete various vigorous and lengthy assessment test in order to reveal their level of need and/or academic ability. These test are often set up to capture a child's ability to master a distinct area of study and most school age assessment are not set up to capture the "whole" child. Also most assessment can only capture what a child know at that very moment not information that a child will acquire with in a given period. On the other hand, I do find that assessment if the provided based on what the child has been exposed to and/or taught are beneficial in regards to child development. So often assessments discuss what a child show know, without taking into consideration the child culture, exposure etc. Also I do not believe that written assessment best portray a child ability. Many children are not "good test-takers". For example, there are many school age children who perform well academically, but poorly on standardize test, (i.e. a child's grade point average, versus their SAT score). Although it is important for educators and other professionals to ensure that children are learning, I believe there are less comprehensive and/or less threatening ways of measuring a student's success. The question that comes to mind is how did all of us survive before assessment.
How India Takes a Stand on Globalize Testing
The article, India Back out of Global Education Test For 15- year-olds by Hemali Chhapia, highlights the extent to how school aged children are assessed in general. The globalized test mentioned in this article compares the performance of students in India to other students in surrounding countries. Some may consider this testing necessary to in order to ensure that children are being exposed to and learning information that is needed to be successful bases on a global view. While other would perceive this type of testing as a ego boost for governmental officials without giving a care to the individual child as a "whole". I believe that this time of testing should not be mandated and based in the article I would venture to state that I respect India's decision to not force their 15-year-old student to complete such an assessment. Based on the article it appears that many countries including India offer many assessment to their school aged children as a result of their stronge believed that academic sucess lead to better higher education and employment opportunity.
References:
Hemali, Chhapia, (2012). India Back out of Global Education Test For 15- year-old. The Times of India. Retrieved August 4, 2012 from, http://articles.timesofindia.indiatimes.com/2012-08-03/mumbai/33019239_1_india-backs-global-stage-math-and-science
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