Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010). The method uses standardized measures where students sit for tests and conclusions on performance drawn from data computed from the results. Scores such as percentiles and standard scores computed mathematically support conclusions about student’s understanding of subjects. There exist four types of formal assessments: standardized, program, essay and criterion-referenced tests (Wright, 2015). Standardized tests involve administration of instructions, questions and scoring to all individuals in a similar manner.
A Third entity, The Core Knowledge Foundation has developed a Sequence for Language Arts. The Sequence represents an effort to describe and state the specific core of shared knowledge that all children should learn in U.S. schools, and that speakers and writers assume their audience knows. It should be emphasized that The Core Knowledge Sequence is not a list of facts to be memorized. Rather, it is a guide to coherent content from grade to grade, designed to encourage cumulative academic progress as children build their knowledge and skills from one year to the next. The Core Knowledge Sequence is distinguished by its specificity.
A test or assessment yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained. The Common Core are standards adopted by most schools to provide consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade. These standards focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be successful. As of today, most states, (forty-three states, the District of Columbia, four territories, and the Department of Defense Education Activity), have voluntarily adopted these standards.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
They are also responsible for the education policy, and their role as national government to emend and changes and development within this policy. School league tables are another important role for the national government. These are followed by all school across the UK. Any projects within education that need funding or further research are a responsibly for the national government. The national curriculum is followed by all schools across the UK and it is the national governments responsible to monitor and update this.
Many people believe that if a child has Special Educational Needs he/she should be educated in a special school. However the Special Educational Needs Act 2001 was intended to consolidate the SEN child’s right to a mainstream education. “The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion” (DfES/0774/2001, page 1). With this revised act the views of parents are taken into account in each individual case, if they want their child to attend a mainstream school then everything possible should be done to provide it. Inclusion and SEN has an impact on every aspect of learning within schools, no
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
Furthermore, I will examine how future government proposals may affect the subject, with specific attention being paid to the school I am currently employed at. How English is taught at all stages of a child’s education is a key focus of the National Curriculum. The central themes are those of reading, writing, speaking and listening. The National Curriculum document on English says, ‘In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.’ Teachers, parents and students alike would agree with this sentiment.
1 “All Students whatever the severity of the disability should be educated at a regular school site in a general education classroom among their non-disabled peers” At the present time, students with severe and multiple disabilities are taught in a variety of settings, from totally segregated to fully inclusive. The doctrine of the least restrictive environment (LRE), as applied to students with severe and multiple disabilities has usually resulted in placement in a special education classroom within a regular school. Now an increasing number of leaders in the field of severe and multiple disabilities are advocating for full inclusion for these students. It, therefore, becomes necessary to review the suggestion that “All students whatever the severity of the disability should be educated at a regular school site in a general education classroom amongst their non-disabled peers”. Successful collaboration is essential if all students whatever the severity of the disability should be educated at regular school site in a general education classroom among their non-disabled peers or are to be fully included in schools and community settings.
First of all, the general education teacher will be, in most cases, the first to identify a student who may have special needs in their classroom. Additionally, this teacher will be a significant “source of valuable information” (p. 20) about the student’s performance and other areas of importance regarding their education. Finally, the general education teacher will be a vital part of the inclusion team put in place for the student with exceptionalities. The identification of a student with special needs can come about in several different ways. The student’s needs may already be identified before ever entering the formal school – by parents, a medical doctor, etc.