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Even children who are accustomed to testing can experience environmentally-related problems. In fact, children who are already classified as special needs or learning-disabled may be all too familiar with assessment, and bring an assumption that they are 'stupid' or incompetent to the process, even before the assessment begins. "Facet-based instruction centers around the idea that students, faced with a problem situation, apply preformed ideas from previous experiences or construct ideas and reasoning to make sense of the situation," including ideas about themselves (Facet-based instruction, 2010, the Hunt Lab). The assumptions that students bring to the testing environment about their own competency can affect their receptivity to the assessor and have a negative impact upon test performance. Talking to the child about his or her beliefs about how the test will go and trying to circumvent preexisting beliefs such as 'I know I'm going to fail' may result in a more accurate test scores. The test administrator can explain that the test is designed to help, not to punish the child. The assessor must present the instrument as a tool of discovery, even a source of fun, to the child with test anxiety or pre-existing assumptions. The purpose of the facet-based assessment is "not to prove students right or wrong, but to encourage...
(Facet-based instruction, 2010, the Hunt Lab)
References
Lewejohann, L., C. Reinhard, a. Schreww, J. Bandewiede, a. Haemisch, N. Gortz, M.
Schachner, N. Sachser. (2006, February). Environmental bias? Effects of housing conditions, laboratory environment and experimenter on behavioral tests.
Genes Brains Behavior. 5(1):64-72.
Facet-based instruction. (2010). The Hunt Lab. The University of Washington.
Retrieved February 18, 20101 at http://depts.washington.edu/huntlab/diagnoser/facet.html
Child Abuse "Although it is extremely important when interviewing children about alleged abuse to determine whether the abuse was single or repeated… we have little information about how children judge the frequency of events… [and] overall children were very accurate at judging the frequency of a single event, but much less so for repeated events." (Sharman, et al., 2011). Department of Health & Human Services (HHS) reports that in the year 2010
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