When a student is in new surroundings they will search and test the grounds on which they can and cannot do. There can be a fundamental reason such as ADHD. When a student is over active they could have developmental problems, and maybe they are frightened to have the child tested. The plan that I would use is clarifying the rules in the classroom and then displaying him or her classroom techniques. Maybe sometimes you have to show the student more than once to understand the procedures.
Gardner’s () theory proposed a minimum of seven distinctive types of intelligence, and suggested that gifted and talented people may demonstrate exceptional performance in one or more of these kinds of intellect. Observations from practice have indicated that ‘gifted and talented’ includes a broad spectrum of abilities, within specific and multiple curriculum areas, consequently highlighting the difficulty in defining this term. It may therefore be recommended that educators assess the specific capabilities of highly attaining pupils within their settings, as these can vary significantly. When considering the inclusion of gifted and talented pupils within education, providing appropriate and challenging curriculum content can be problematic. Some may suggest that higher attaining pupils should be placed in accelerated groups, in which they integrate with older and other gifted and talented pupils.
But with the right type of help, students with LDs can succeed and do well in school and life. The first step towards identifying an educational plan of action, the road map to success, is by testing the student to see where the needs are. When a parent, or an educator, suspect there might be a problem, parents and school personnel can get together to intervene before an assessment is made. If a LD is suspected, then the team can begin the assessment process. But before a test to check for a LD is done, it would be wise to check for other possible issues or disabilities that might be interfering with the student’s learning.
| High Stakes Testing | (Standardized Testing) | | EDL 619 Social Foundations of Education Summer 1-2011 An explanation and descriptions of “High Stakes Testing” and how what the impact is on present day education in the United States. | High Stake Testing What is “High Stakes Testing?” High-stakes test are tests with important consequences for the test taker. These achievement tests are known as "high-stakes" when results are used to make crucial educational decisions, such as grade placement, granting high-school diplomas. scholarships, or as a measure of teacher effectiveness. Failing has important disadvantages, such as being forced to take remedial classes until the test can be passed, The use and misuse of high- stakes tests are a controversial topic in public education, especially in the United States SAT’s SAT no longer stands for ‘Scholastic Aptitude Test’ which was the original name of the test.
Kathy Parker Grand Canyon University: SPE 351 February 1, 2013 The problems associated with assessing students with Intellectual Disability are that the student shows signs and or behaviors. In assessing students a teacher must first understand the disability and all that is contributed to it. Teachers must look at the students’ ability to learn as well as his or her ability to perform daily task such as having the ability to dress them, comb their hair, and interact with others in the same age group as they are. In looking at these factors the teacher looks at a variety of factors such as intelligence scores, questionnaires, and observations in different setting over a period of time. Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings.
Finally we say can with all the testing that is required will it lead to better teaching and deeper learning? Schools needs to look pass the scores and teach the kids to be better young adults and prepare them for college or a trade that will help in the life as they enter the world of adult hood. Reference http://www.education.com/reference/article/no-child-left-behind-NCLB/ Duckworth, A. L., Quonn, P. D., & Tsukayama, E. (2012). What “No Child Left Behind” Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Of Education Psychology, 104(2), 439-451.
This paper will first look at the definition of a pupil with Special Educational Needs. Child (1995) explains that the label Special educational needs (SEN) extends to a broad range of children with varying forms of difficulty in learning, opposed to the majority of their peers of a similar age. Children classed with disabilities preventing them from using the provision of normal educational facilities in mainstream schools. The terminology reverts the emphasis from the stigma of the student’s disability and concentrates on the particular educational provision needed. However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development.
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.