Assessment
is an important part of education. It is
what a teacher uses to see if she is effectively teaching her students and to determine
the weak and strong areas of her students.
“Assessment
is generally carried out for two main purposes – (1) to measure pupils’
attainment and report evidence of learning in different learning areas and (2)
to support pupils’ learning and classroom teaching.” (Parents in
Education, 2013). However the same type of assessment
does not work for every child. Some
children are excellent test takers but others are not. If we as educators want to carry out
assessments we should not only test one area but other areas as well.
I think educators should observe children in their everyday settings
and interactions so there is no pressure.
They can still administer a few exams but do not make it a stressful
thing for the children, de-emphasize its importance. The best approach is to assess children
holistically not just as test takers but also their social skills, emotional
skills and cognitive skills in areas other than exams. A holistic approach would also include being familiar
with the child’s home situation as this does affect how they perform in class.
In Jamaica children usually start some type of pre-school at three years and they move on to
primary school at six years old (Budd, 2012). Starting in 2014 four year old
Jamaicans will “be assessed for their readiness
to move on to the primary school system” (Budd, 2012). According to Professor Maureen
Samms-Vaughan the assessment is to “determine whether the children have
the skills and resources to meet the needs of the grade one curriculum….. it is not a test” (Budd, 2012).
This assessment will determine if they are where they should be
developmentally and if there needs to be some sort of intervention (Budd, 2012). The children tested “would include those with
vision, hearing, cognitive problems and those who have nutritional and other
issues of circumstance, such as being from impoverished or abusive home environs” (Budd, 2012). The assessment
would help to determine: “children who do not need additional support once they
start primary school, children who may need additional support in grade one and
children who may need a special education environment” (Budd,2012). According to Reid (2010) many children who
are diagnosed with learning disabilities are forced to attend mainstream
schools as there is not enough space in specialized institutions.
Primary education lasts from grade one to grade
six. In grade six all students sit a
nationwide exam, the Grade Six Achievement Test (GSAT) (Ministry of Education
Jamaica, 2013). This exam tests students
in five main areas: Mathematics, English, Social Studies, Science and Communication Task. A student’s score on this exam
determines the high school that they will attend. At the end of grade 11 students take a
Caribbean wide exam, Caribbean Secondary Education Certificate (CSEC), usually
in eight to ten subject areas of their choosing. Students who go on the grades 12 and 13, usually
take the Caribbean Advanced Proficiency Examination (CAPE) at the end of
each of these grades (Ministry of Education Jamaica, 2013).
When children are assessed, regardless of
the results we should show that child that he or she is valued. Oftentimes
children with disabilities, in whatever form it may take, feel less than
human. We need to still encourage these
students and help them to reach their full potential.
References:
Budd,
J. (2012). ECC to access 4-year-old’s readiness for primary education. The Jamaica Observer. Retrieved from http://www.jamaicaobserver.com/news/ECC-to-assess-4-year-olds--readiness-for-primary-education_13044927#ixzz2mhAGU9MX
Ministry
of Education. (2013). About Us. Retrieved from http://www.moe.gov.jm/node/16
Parents in
Education. (n.d.) Holistic Assessment. Retrieved from http://parents-in-education.moe.gov.sg/primary-education/what-and-how-will-my-child-be-assessed/holistic-assessment
Reid, T. (2010). Special Need’s
Children Long Wait For Care. The Jamaica
Gleaner. Retrieved from http://jamaica-gleaner.com/gleaner/20100221/lead/lead6.html
Hi Karina
ReplyDeleteI think that assessments are very important and there should be evidence of alignment and accountability. We should be able to see the effectiveness of a teacher instruction in what children are learning.
Hello Karina
ReplyDeleteWhenever a measurement is applied to a group of people of any age, especially a group that is diverse in background, experience, aptitude, development, culture, language, and interests, some will rank higher and some lower than others on any item assessed. All measures yield such differences, and it is thus statistically impossible for all those subjected to the same assessment to be above average! However, failure to evaluate and assess children's progress might mean that some children will be deprived of needed intervention with special services at a time when these services can do the most good. While educators cannot be accountable for all children being above average or for all children being first, they are accountable for applying all teaching strategies and efforts known to be effective and appropriate for the learning situation at hand. Assessment procedures should therefore indicate which of the strategies and resources available and judged appropriate have been employed to help each individual child.
Dear Karina, Thank you for your refreshing perspectives! I have enjoyed getting to know you through our blogs and assignments. I can tell that you are very dedicated to this field. Have a wonderful holiday! Michelle Nutt
ReplyDeleteThank you! I hope you have a great holiday too.
ReplyDelete