When assessing a child, I do believe a child should be assessed
holistically. For example, I do not take test well when I am tired, hungry, and
stressed, and because I become nervous and anxious. During the testing, I have
anxiety; but afterwards, I do well. A person should assess me through writing a
paper, portfolio, or observations that are not timed; I will fare much better,
with little anxiety. When assessing children, all of these factors should be
consider; what if the child did not get any rest the night before, what if they
are hungry, what if they had a bad morning at home? All of these things affect
a child positively or negatively; therefore, many assessment tools in a variety
of environments should be used to evaluate a child’s progress. I believe a child
should be assessed emotionally, intellectually, and physically; the more things
you assess, the better a child will fare. The more evaluative tools used in
these assessments will forecast a delay if one is present. Everyone in the
world is different and learns in different ways; therefore, each person cannot
be evaluated on the same continuum. An individual must be evaluated according
to what will work best for him or her; educated individuals will recognize this
and find a method befitting for the situation as well as the individual.
While looking at this question, I already knew what area of the
world I would research concerning this topic. Assessments vary over different sections
of the world; I have always been intrigued by China and their culture. I do not
want to sound bias but, I believe China’s children fare better in school and in
social status compared to other places; because of the discipline and respect,
they have for their families and culture. I know their culture believes in all work
and no play, but they are excelling in many ways. I do not agree with making a
child sit all day long doing class or homework, but I do believe that we should have
some form of discipline when it comes to school, work, and the important things
in life. Although China is rigorous in their form of schooling, most of their
children are very intelligent and disciplined. China’s children are not well
rounded because; they focus more on education and less on play. I found an article
that explains China’s skill assessment system, and how it relates to their
children, progress, and labor markets. In old China, education was not
important and it was looked over; now in New China, education is more important.
According to Zhang (2004), “China probably has the longest history of tests and
examinations in the world.” This goes to show how strict China is in regards to
education and assessments. Their children primary entry level for school is age
six, and they must take an end of term exam, as well as an end of year and
primary graduation exam (Zhang). Zhang goes on to discuss how tests and exams
are still the exclusive determining factor for promoting students into higher
levels of education. I continued to read the article and I found a chart on page
five and six that shows how the children are being assessed in China according
to their age and grade. This
article has a lot of great information regarding standards and assessments.
As early childhood
educators, it is our job to educate children as well as adults on the ever-changing
research in this world. We should strive to teach those who need to learn. We should
show them a better way to get an understanding of what development should and
should not look like. We should continue to advocate and change the way people
perceive our children and fight for new and improved methods for assessing and
evaluating children. As educators, we have learned what assessments are appropriate
or not appropriate for young children. We should advocate to parents and other
professionals regarding appropriate practices and evaluating tools. Let us make
a difference in the lives of ALL.
Reference
Zhang, J. (2004). China’s
Skill Assessment System. Institute of Population and Labor Economics Chinese Academy of Social
Sciences. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200- 1126210664195/1636971-1126210694253/China_Skills_Assessment.pdf
