There are certainly many arguments for and against testing of young children. A heated debate almost always accompanies talk about the values and effects of standardized testing on children. Opponents to standardized testing feel that the tests are socially, economically, and ethnically biased; they cause undue anxiety for children; they teach children to memorize and guess rather than learn; and the tests are not used for their intended purposes (Kohn, 2000). Proponents to standardized testing argue that it is the quickest way to get an overall view of academic achievement; it holds all students to the same academic standards in an equality measure; and the results are considered to be free of human error and bias because computers grade the answer sheets (Barth & Mitchell, 2006).
As an alternative to standardized testing, a method of testing that may encompass the “whole child,” is authentic assessment. Authentic assessment (as I will use the term here) is any assessment that requires the examinee to substantiate their understanding of concepts and skills through demonstrations such as individual portfolios, exhibitions, oral presentations drawings, group projects, and other projects. These demonstrations should show that the student could realistically represent solutions to problems that occur in everyday life (Rule, 2006). These can be demonstrations of intellectual, musical, interpersonal, intrapersonal, linguistic, logical, spacial, and kinesthetic intelligences, valuing all of the multiple intelligences of the young child (Gardner & Hatch, 1989). Early educators often use this form of assessment at they contribute anecdotal notes, pictures, narratives, videos, and work samples into an individual child portfolio. At the end of each semester, the teacher can look through this portfolio and have a very good idea of where this child hits within each developmental domain. This same concept can work through middle childhood to assess young children emotionally, socially, and academically.
When I chose to look at assessment in other parts of the world I settled on India because of an experience I had with a family from India. I had a parent call our child care facility looking for an academically structured center for her three year old. I wanted her to have all the information I could give her and told her that our curriculum was play-based and child centered, as current research deemed fit. She seemed very upset with me and told me that all we (Americans) do is allow our children to play. That is why Indian children are intellectually superior to American children. I was quite taken aback by her abruptness. However, it made me curious as to the schooling structure in India.
The research tells me that children in India are assessed basically through exams that look mostly at memorization and rote skills. Critical and creative thinking are not assessed nor are they encouraged in Indian schools. Failure and anxiety rates among students are high. However, there is a movement to change the teaching practices to include encouragement of critical thinking and problem solving. This new system would also include an authentic assessment that includes individual portfolios for children to help teachers with assessing children (Kapur, 2008). So, the schools in India are seeing a need for change to authentic assessment and teaching based on their research. This is something I would hope for the United States as well.
References
Barth, P., & Mitchell, R. (2006, February 16). Standardized tests and their impact on schooling"q & a. Retrieved from http://www.centerforpubliceducation.org
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.
Kapur, K. (2008). Assessment for improving learning in schools in india: a perspective. Retrieved June 9, 2011 from http://www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssests/180417_Kapur.pdf
Kohn, A. (2000, September 27). Standardized testing and its victims. Education Week [On-line]. Retrieved from http://www.alfiekohn.org/teaching/edweek/staiv.htm.
Rule, A. C. (August 2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), PP 1-10. Retrieved from http://hdl.handle.net/1951/35263
Your posting was very informative. I like your research on the alternative to standardized testing. In the public schools system where I live some many children fail to graduate due to the test for all the reasons you listed. I am not familar authentic assessment.But I thought your information was enlightning,and offers student the opportunity show that they can be successful in everyday life.
ReplyDeleteAmanda,
ReplyDeleteI thought it was very interesting that anyone would want a highly structured program for a three year old. How do they get children to sit still for any length of time? I guess that just shows how different we really are from other parts of the world. At what age does formal examination begin?
Amanda,
ReplyDeleteI really enjoyed reading your post! I was not aware of authentic assessment before reading your post and I am very curious to find out more about this type of method being used to assess children. I do believe that in other countries children are held to different standards than American children, but I am an advocate for critical and creative thinking. I commend other countries for being open to sharing and adopting best practices of others.
I was also taken back witht the parental remark, but do understand it. I taught a student several years ago whose family was from the Phillipines. We had a similar discussion about homework.
ReplyDeleteWhile I was researching Australia's view on testing, I discovered that they cited many resources based in the US. Istn't that something?
I am familiar with alternative assessments. Our district switched from a graded first grade report card three years ago to a checklist method. I was part of the team who drafted the first copy and piloted it the first year. The one thing I think I should mention is how important parent communication is to this system of assessment. I spent a lot of time the first few weeks of school the year we implemented it educating parents on how to evaluate the report each nine weeks. This past year, I used anectdotal records and student portfolios as my primary method of record keeping.
You have provided wonder information throughout this class. Best Wishes to you and God Bless.
ReplyDelete