Testing for Intelligence

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 know when it comes to myself when taking test I start to panic and break down. I always done very good in my class but when it comes to test I don’t do well. So in my opinion standardized testing does not measure all students’ ability. These test are to show what children know and what they have learned. I think the testing should be on different areas such as cognitive, social, emotional, physically and academic.

 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.)

 In the UK teachers write a report on the child’s progress and talk to parents about it. Children do a phonic screen check where they read 40 words out loud to a teacher. This will determine if the child needs extra help with reading. They will do he check again in the second year if they don’t do well. In the UK from grades 2nd – 6th they have national test and teacher assessments in English, Math and Science.

 What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues?

 In my classroom we do portfolios and anecdotal notes. We also do an assessment called the COR assessment. I really enjoy the portfolios because it is actually the children’s work. We start them in September and do the last one in May. The children do an art sample, writing sample and name writing sample. I also like to do the anecdotal notes because we actually observe what the child is doing and write I down.