Considering a commitment to viewing young children holistically (i.e., a commitment to “the whole child”), what, if anything, do you believe should be measured or assessed? Explain your reasoning.
I believe Assessment should bring about benefits for children. Gathering accurate information from young children is difficult and potentially stressful. Assessments must have a clear benefit—either in direct services to the child or in improved quality of educational programs. All of your assessment decisions taken as a whole will direct and alter children’s learning outcomes. Both teachers and parents should be on one accord to gathering the information to best evaluate the child.
In what ways are school-age children assessed in other parts of the world? (Choose a country or region of the world for which you have a personal affinity.) All countries vary In how they assess children. Brazil, England, and Japan, for instance, conduct national-level tests, but each country does so for different reasons: Brazil for state-by-state comparisons and program evaluation, England for school accountability, and Japan for college entry. All but one country have regional tests, which differ from one jurisdiction to the next.
What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues? I was able to find information on how the Czech Republic is unique among eight countries in using only oral examinations.
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