Effective, Competent, And Ethical Application Of Assessment Methods

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

My personal philosophy of assessment consists of several components. The first component is that both formative and summative assessment belong in the classroom. The second component is that, although teachers should teach what is on the STAAR tests, they should try to avoid just “teaching to the test” the entire year. I also believe that different forms of assessments should be used throughout the year. Finally, I believe that assessments should always be structured in a way that is fair to the students, and addresses all learning styles. Overall, tests belong in the classroom, but should not be the focus of instruction and should be fair for all students.

Standardized test have been a means measuring student performance. Some important questions that always come up regarding standardized test are what are the tests really measuring? Are they measuring a person’s intelligence? Their ability to perform well on standardized tests? Or just some random quantity of the person’s IQ? When examining the issues around which these tests are given and the content of the tests themselves, it becomes apparent that however useful the tests may be for standardizing a group’s intellectual ability, they are not a good indicator of intelligence.

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

All work handed in by the learner, they must sign and date and confirm that it is their own work.

You should make sure that all your records are legible, and keep them confidential unless you have permission otherwise.

Interest in intelligence dates back thousands of years. But it wasn't until psychologist Alfred Binet was commissioned to identify French students who needed educational assistance that the first IQ (intelligent quotient) test was born. The problem found by early psychologists was not in defining intelligence but rather measuring intelligence. The test that Binet and Simon divised early in the century distinguished between fast and slow learner and also between children of different age groups. Then Lewis Terman compared mental age and chronological age to assess intelligence and the result is called an intelligence quotient. These early tests worked well with children but had limitations as age increased. David Weschsler developed a test for adults. In fact, he designed several tests including the WAUS-IV (for adults), the WISC-IV (for children), and WPPSI-IV (for pre-school). Today the use of these tests are more prevalent than the Stanford-Binet tests (Ciccarelli & White, 2015, p. 277). On the early intelligence tests in the beginning of the 20th-century, immigrants were given tests to enter the United States. The problem lies in the fact that most immigrants did not speak the English language. There are many today who criticize standardized tests by saying they are culturally and racially biased.

You need to make regular assessments of the way you work and the progress you are making. Ask yourself whether you are managing your work efficiently, whether you achieve the deadlines you or others set you and whether you are taking advantage of opportunities to increase your self-confidence and learn from new experiences. As part of your assessment you should identify areas for improvement and skills you may need to

In the past standardized test were an important tool first used in ancient China to find people jobs in the government, they then came to the U.S during world war one to find recruits places in the military. Now they can still be a very useful tool used mainly by school districts across the U.S to judge the effectiveness of the schools and teachers. However, more often than not these test are overused and give inaccurate measures of intelligence. Standardized test can be very useful tools used to evaluate many things, but they are only able to test simple ideas and often don’t have appropriate accommodations to level the playing field for students with disabilities.

When IQ tests first came about, many of the questions were designed based on American Culture and discriminated highly against immigrants. It was commonly believed during that time period that those particular groups of individuals were not well suited for success and were denied a higher education. Similar to that of the World war years, children in the 21st century who have English as a second language struggle on standardized exams because of linguistic or cultural differences. Some standardized tests are primarily normed for middle to upper class cocasions making it extremely difficult for those who do not fit within the “norm” to do well. Besides for the fact that these exams aren’t properly normed for the overall population taking them, a lack of funding is also a predominant reason for poor testing results. Other issues such as learning disabilities like ADHD, Dyslexia or severe handicapping conditions will also affect the outcome of the child's test results and will unfairly put a teacher’s job on the line. No matter how severe a child’s disability may be, all children are required to take these standardized tests in order for the school to get funding from the state. There was an article released on March 5th 2014 about a disturbing video that showed teachers administering standardized tests to a group of kids that were barely functioning. In Long’s article she describes “These children had straps and buckles to keep their bodies upright in their wheelchairs and their eyes were either closed or unfocused. Most of them have the brain development and

That being said, we all have the responsibility to understand that intelligence testing is important, but is not always the only option for at risk children in today’s schools. Also, when testing children we must always look at all factors, including both nature and nurture risk factors. We need to be all encompassing as professionals and utilize a interdisciplinary approach when working with clients/students. Finally, we must keep in mind that our goal is to assist and educate all helping professionals involved, such as school psychologist, school counselors, teachers, counselors, parents, and of course the students to ensure the best possible care for these

The goal of intelligence tests is to get an idea of the person's intellectual potential from an academic perspective. The tests center around a set of stimuli designed to generate a score based on the test maker's model of what makes up intelligence. There are a variety of intelligence tests that were made to measure different abilities. Although these differing tests often explore aspects that are related to one another, one should not expect that scores from one intelligence test be similar to the scores of another. IQ tests are also used as the first step of diagnosing intellectual deficiencies. If a child scores low, their doctor may also order adaptive skills screening (everyday skills needed to function and meet the demands of one's environment), blood tests, a brain ultrasound, and/or full mental health screening.

Some instruments are recommended for specific academic areas or skills. Thus, an examiner may appropriately select one instrument because it contains subtests that will yield information necessary for academic planning and intervention. Research is emerging on the newly revised versions of the achievement tests. The use of traditional intelligence tests in schools has been criticized for producing different results for different groups( ). The movement toward change in special education assessment, accountability, and educational reform in schools has also had an influence on the use of traditional assessment methods. As a result of these trends, it is likely that assessment personnel along with researchers will seek alternative types of

Psychologists have differed on the definition for intelligence and how to measure intelligence. In this paper the definition of intelligence and how it is measured will be discussed by comparing and contrasting the two intelligence tests and two achievement tests chosen from the Mental Measurement Yearbook. The intelligence tests chosen were the Primary Test of Nonverbal Intelligence (PTONI) and the Test of Memory and Learning, 2nd ed., (TOMAL-2) and the achievement tests chosen were the Basic Achievement Skills Inventory (BASI) and the Differential Ability Scales, 2nd ed. (DAS-II). The measures of the intelligence tests will be evaluated for reliability, validity, normative procedure, and bias, and then compared with the achievement