Retaining the knowledge of the number of rules applied to maths is a great strain on the learner. Another form of intelligent learning is achieved through formative assessment. The importance of different kinds of knowledge (schemas) which the teacher applies to the lesson allowing particular plans for differentiation of pupil knowledge and ability to help the children reach their own goals. On reading Liebeck he states that maths is a an abstract subject, you cannot understand two until you have
However in a situation like this practitioners need to recognise that when the child needs to be referred to others. Sometimes children’s behaviour could show some signs that they need some extra support. This means that a practitioner needs to recognise when children need to be referred to another colleague or a professional. However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff.
It is concerned with the soundness, trustworthiness or legitimacy of the claims or inference that are made on the basis of obtained scores. As teacher we must understand that the assessment we are actually assessing are on clear procedures, consistent and unbiased. Also that I interprete children's work and understand their work correctly, fairly and reasonably.During the marking process there were many incidents where validity could be noticed. A good example would be that I didn't have a reasonable range of the English content knowledge which therefore reduce my chance of assessing the recount to the best of my abilities. As teacher we can't asses everything so we must make sure that what we so assess is
Gladwell’s argument draws your attention to the fact that at some point in life children will be children and make stupid mistakes. These mistakes are punishable however, they are mistakes done by children who deserve second chances. He makes this clear by saying, “punishment without the possibility of redemption is worse: it is the Crucifixion without Christ” (Gladwell 103). He goes a step further to remind the reader that these are kids not executives at Enron. “No Mercy” speaks to administrators and educators who at some point should ask themselves, “Is zero tolerance always the best plan for disciplinary action?” In the article Gladwell does not suggest that there should be no form of punishment for students when they do something wrong; but that a zero tolerance policy might not always be appropriate.
Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Reliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account.
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Reliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account.
As a practitioner I encourage children to explore, observe, solve problems, predict, discuss and consider. I feel that ICT resources can provide tools for using these skills as well as examined in their own right. ICT and everyday technology is often not being recognised enough as people think "computers" for technology. The Early years Sector, as well as parents of young children has long debated the relevance of ICT, with views ranging from those who believe it could result in socio-economic benefits (DFES, 2001) to Sigman’s opinion that ICT is completely inappropriate in early year’s settings, being detrimental to both children’s health and standards of education (O’Hara, 2004
For instance, how will a standardized test determine the creativity of the child? How will a certain score prove that the child is good at one subject and bad in another? Just on the basis of a score, is it logical to assume that a student is not capable of shining in a certain course? Often, a fixed syllabus is circulated in schools and colleges and the teachers stick to a monotonous method of just completing the syllabus and teaching only the required topics. This can definitely hinder an in-depth learning of the subject by the students.Standardized testing are a type of exam that assess the student's capability on the basis of multiple choice questions.
Lesson 1 ,Assignment 1 1) It is difficult for researchers to isolate specific cause of child behaviour because each child’s environmental settings and values differs from carer to carer. Excellent point Nina! A child who is good in Mathematics may be because of generic in heritage or it could be from the great kindergarten Mathematic experiences. Good insight Correlation will not isolate the cause but instead will consider the relationship between two variables, and may propose that the environment has the greatest influence on human development and that people are born with predetermined characteristic. YES!!!!