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Assessment results on this particular population shape educators' attitudes about the skills and abilities of this subset of students, and hence may not capture the reality of all the students know or are capable of. Moreover, this inherent failing in attempting to capture the progress of Early Language Learners may mean that they may not have access to opportunities to higher education, because standardized tests are not measuring the actual knowledge of these students (Lachat).
Young Children and Standardized Testing
Standardized testing in young children focuses on gathering information in three program areas: information sharing and communication with parents, identification of special needs, and program evaluation and accountability (Hills). Problems, however, in testing young children are evident in the concerns that young children are easily distracted, that their social and emotional development is not mature, and that the children have no personal stake in being assessed. The educator faces a very tough issue...
A more realistic and kinder approach to gather information on this population group, is performance based, developmentally-appropriate testing. This type of 'testing' involves periodic assessment, over time, in order to obtain meaningful data. Moreover, this type of approach removes the child from an artificial situation that is more geared to satisfy the needs of the educators and policy makers than the children in question (Bredekamp).
Conclusion
In this paper, a review and history of standardized testing has been offered. From the concepts early beginnings with the ancient Greeks and Chinese, to proto-testing in early America, and on up to the modern day education system in the United States, we can see that standardized testing has become an acceptable means test of tracking progress of programs in order to measure accountability of students and programs themselves. However, inherent failings in standardized testing are elucidated in two groups: English Language Learners and Young Children. This paper has discussed the problems with administering standardized tests to ELL groups, that being that language and cultural barriers may cause erroneous data to be gathered on this population. In addition, standardized testing for the population of young children has been shown to be problematic due to emotional and developmental immaturities of this group. Moreover, standardized testing of this age group would seem to be centered on adult-centered needs that fail to fully take into account the needs of the children. A final comment posited in this paper, is that standardized testing is an acceptable means test of accountability for tracking progress of some demographic groups, but will fail and underserve those demographic groups that do not fall into the dominant milieu for which the tests were written.
Each standardized nursing language is designed for use in a number of clinical settings, including home care, ambulatory care, and inpatient treatment, with certain languages providing decided advantages within particular circumstances. Although it is true that "improved communication with other nurses, health care professionals, and administrators of the institutions in which nurses work is a key benefit of using a standardized nursing language" (Rutherford, 2008), the proliferation of several
Clinical Assessment of Learners Clinical assessment involves the evaluation of technical skills, communication skills, professionalism, knowledge base, and teaching skills, where applicable, of students who are about to enter independent practice. Technological changes have made it possible to assess clinical performance in ways that are far more advanced than pencil and paper tests relied on in the past (Dauphinee, 1995). In the late 1970s, clinical training programs utilized continuous practical assessments
standardized tests and there is math association with the results. On the other hand informal reading assessments do not have the same formal data requirements and is based more on performance. These two kinds of assessments will be critiqued in this paper. Formal Reading Assessments Parents should know and understand not only why their children are being accessed, but through which process the assessment is being conducted. The more parents are
Julie's Psychological Assessment Report The psychological assessment is defined as a process of using the combinations of techniques to test the hypothesis about an individual personality, behaviors, and capabilities. In other words, psychological assessment is synonymous to the psychological testing used to carry out the thorough assessment of the individual. Typically, a psychological professional develops a psychological assessment report to carry out an assessment of the current needs of individuals. The
Classroom-based reading assessment is the measurement of children's progress in learning reading by using both formal and informal measurement tools. Classroom Assessments Classroom assessment collects useful information about what students do and do not know about reading. Teachers can use four different types of assessments to accomplish this. Leveled Books Leveled books can be used to figure out where exactly a student is in terms of reading level. Informal procedures Rough observation and measurement can be
The two interpersonal scales are Dominance and Warmth. Many of the clinical scales, as well as the aggression scale, also have a number of subscales to provide more nuanced information bout each of the clinical conditions. For example, the Borderline Features scale has four subscales: Affective Instability, Identity Problems, Negative Relationships and Self-Harm. The resulting score profiles can be compared to either normative or clinical populations. Raw scores are converted