Assessment Review Free Essay

Features of Building the Correct Standard Testing

 

Standard testing is an inevitable part of a wholesome structure of education. Children are believed to be equal and supposed to have equal knowledge and equal possibilities. However, we need to be sure that assessment is fully appropriate and the tests are suitable for all children. It should really check the knowledge children have, and it should not be a scary examination for them. In order to make the assessment successful, we need to concentrate instead on the thinking process, intellect and the way they learn, not the well-known facts they need to be aware of.

The real purpose of testing is to see how the child performs and to help the process of education to be better. It is not a child’s fault that the one does not know something. It is preferably a problem of the tutor who cannot make them interested and the whole educational system that does not work correctly. The whole system of testing needs to be focused on developing of child’s motivation for studying and to challenge their minds, not just making them learn a lot and hate studying.

Tests could also help to build a stronger system of teaching that will be more efficient in creating great minds in the future. On the other hand, we have better and worse performing students. Considering it can sometimes be extreme positions, the tests should also include options for such students, as every child has to be given the best education possible, and if we can contribute this, we must.

The assessment should include tasks for both types of students in order to make the process of examination comfortable for them. Some kids need more time to complete the tasks, and this should also be done successfully because not all kids should be very quick in solving the tests; this is not the purpose of school education. The tasks should be challenging but appropriate for different students, however not too tough for them – a perfect test should show how the child’s intellect works, not how they can cheat on tests because the educational program is too harsh for them.

The construction of the assessment should start with the easier tasks and finish with the tasks of the extended difficulty. Students of any level of skills do not need to face problems at the beginning of the examination.

The students, who can solve all the tasks successfully should have an opportunity to receive more difficult tasks if they want to and if they have enough time. The tasks of extended difficulty are a great opportunity to challenge the young minds that shine brighter because difficult questions improve our thinking process and motivate us greatly. Let the tests be an inspiration to work harder and achieve more without sacrificing mental health.

Also, tests need to be creative and involve the creative process in kids. It would be great if the kids themselves were interested in the process of examination: therefore, their stress level will decrease, which will apparently give the better outcome in scores. The tests need to be interesting as it helps students to show their intellect, not the way they can remember the information they read and perform logical solutions. However, for such purposes, there should also be different tasks that will help to distinguish a child’s intellectual skills that express in solving the wide range of tasks (preferably not sacrificing the quality of their contents and answering the questions successfully and in time).

Besides, there is an excellent importance in seeing the way a child thinks, whether this is a correct way of solving the tasks or not, and examining it, not the literal outcome they receive. For example, in such a way we can find the new creative ways of solving the tests and different tasks that do not have to be obviously standard. It is a precious feature of a child’s intellect – the way he or she can deal with different types of challenges and receive the result successfully.

As most of us know, companies like Google, Amazon and other in their interviews give the special charge on the creative tasks for their applicants, because people that have such creative thinking are deemed to appear more successful in inventing things and give the companies fresh ideas and content.

The scoring of the assessments needs to be as accurate as it can be, including counting the right answer even if it was not derived the way a kid was supposed to do it. Logical and precise tasks should be scored differently than the creative ones. The combination of creative and logical tasks should appear in the part, marked as the extended difficulty questions and scored higher than the two different kinds of tasks. All kids should have access to all tasks, even if they are unable to perform them successfully.

By looking at the two results, shown by two different schools in NJ, we can see the differences in their educational approach. Thus, they show different points in the assessment. As an example, we can take differences between Gables Elementary School and Green Grove Elementary School in 2017-2018. Both schools have high ratings, but there are differences in the way their students perform. We will review three indices: the first one, Valid scores per school. Gables Elementary School has 125, and it makes her more successful than the Green Grove Elementary School with 72. The second one is median Student Growth Percentile, which is none less critical. Gables Elementary School has 62 while Green Grove Elementary School has 36. Classes at Gables Elementary School start at 8:25 AM, in Green Grove Elementary School at 9:00 AM which I consider a less stressful option for kids. So, as far as we can see, Gables Elementary School is higher performing but more discipline-centered, while Green Grove Elementary School can be more suitable for less disciplined children. It does not mean any school is bad, but it, rather, fits for different students.

References

New Jersey Department of Education. (2016) “Some myths and facts about assessment and PARCC.” Retrieved from https://www.mcvsd.org/CUSHY/parents_36_2547249662.pdf

State of New Jersey. Department of Education. (2016) “Research studies evaluating PARCC assessment.” Retrieved from https://www.state.nj.us/education/assessment/parents/ResearchStudies.pdf

State of New Jersey. Department of Education. (2016) “A guide to parent/teacher conversations about the PARCC score reports.” Retrieved from https://www.nj.gov/education/assessment/parents/PARCCGuideforTeacherConversations.pdf

The terms offer and acceptance. (2016, May 17). Retrieved from

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[Accessed: March 4, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 4, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 4, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 4, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 4, 2021]