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Early Childhood
Norm-referenced vs. criterion-referenced test
A norm-referenced test is an assessment that usually brings out an estimate of the position of the person who is being tested in a population that is predefined with the focus being the trait that is being measured. The estimate is normally obtained from analyzing the test scores as well as other data which is got from the population and is relevant .in this type of assessment there is identification of whether the person who is taking the test is better or worse than the other people who are also taking the test. However this assessment is not used to determine whether the person who is taking the test knows more or less than the requirement. Criterion referenced test is an assessment involves translating test scores into statements regarding the expected behavior of an individual who has attained a particular score or how they relate to the subject matter that has been specified. Most of the quizzes and tests that are written by school teachers are placed under this category. The main objective in these assessments is finding out whether a student has learned the study material (Danielle, 2008).
Standardized and non-standardized, informal assessments
Both standardized and non-standardized informal methods...
This is because they both involve a procedure for acquiring information that can be used in making judgments when it comes to learning behaviors and characteristics in children. These assessment methods are not driven by data rather they are driven by performance and content. Therefore these methods are useful in early childhood assessment since they will give a clear picture on the ability of a child. They are also useful since these tow assessment methods are based on performance objectives .this means that teachers will give instructions according to the objectives and hence carrying out assessment of these performance objectives. I would recommend the use both types of assessments. This is because standardized assessments are used to measure things that can be measured while the non-standardized assessments can be used to measure the skills which students have which can be noticed, are significant but they are unfortunately not quantifiable.in children there are bot measurable and unquantifiable skills. Therefore using these two types of assessments will ensure that both the measurable and no quantifiable are measured without any problem.
Response to Intervention
Parents and teachers are all concerned about how they can help their…
References
Dannielle.(2008). Norm-Referenced vs. Criterion-Referenced Testing.Retrieved Novemeber 10,2013 from http://www.altalang.com/beyond-words/2008/05/22/norm-referenced-vs.-criterion-referenced-language-tests/
Robert, C.(2013). Differences Between Standardized & Non-Standardized Assessments. Retrieved Novemeber 10,2013 from http://classroom.synonym.com/differences-between-standardized-nonstandardized-assessments-4442.html
Klotz, M.B & Canter, A.(2013). Response to Intervention (RTI): A Primer for Parents. Retrieved Novemeber 10,2013 from http://www.readingrockets.org/article/15857/
Standards for Early Childhood Professionals Early Childhood There have been a great number of advances, strides, and changes in the field of Early Childhood or Early Childhood Development. Perhaps one of the most overt changes in this field is the nomenclature and jargon. This field was not always called Early Childhood. The field of Child Development is fairly recent as well. Expansion in perspectives on education and human development sparked the invention
RTI Response to Intervention Response to Intervention (RTI) Over the past decade, rapid changes have occurred in general educational practice to increase the focus on early identification of and intervention for students considered at risk. The aptly named response-to-intervention (RTI) model of service delivery is generally described as a multi-tiered model whereby students receive interventions of increasing intensity, with movement from one level to another based on demonstrated performance and rate of progress
Tori J. is a 12-year-old girl who was removed from her family at the age of 8, when she was placed with a foster family. Although her foster mother discussed some episodes of violence and defiance in the home, Tori was not initially violent or defiant in school. However, she frequently failed to complete her assignments, instead spending hours simply looking into space. She also spoke frequently to social
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Mindful vs. traditional martial arts toward improved academic grades in children diagnosed with ADHD While medication and psychotherapy are the current best practice in treating attention deficit hyperactivity disorder (ADHD), their benefits and aim are too peripheral and topical -- neither resolving the neurological origin of deficits. Moreover, many are opposed to these treatments and there are few substantiated and readily accepted alternatives. The consequences of ADHD have a ripple effect --
Similarly, researchers should be aware of the consequences of halo, prejudice to the leniency or seriousness of fundamental trend and position or propinquity of deviation from the pace that can artificially increase reliability of measure devoid of improving reaction correctness or validity. (Williams, and Poijula, 2002). Limitations/Strength and Weaknesses The following conditions might have affected the results of the present study: 1. The sample will not be random, 2. all demographic information will