1. Chapter 9 Using Standardized Tests to Look at Cognitive Development
“A fair assessment of any child cannot be
gathered with any one recording instrument
on any one day.”
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2. A WORLD OF TESTS & STANDARDS
To gain information
To certify a certain level of competence
To assess knowledge & skills learned
Standards
Statement that defines a goal or practice to
Give clarity to the subject matter
Set expectations for achievements
Set benchmarks for accountability
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Standards Movement
All states are or have developed learning standards for all grades, including preschool
Question format is the appropriate way to assess children’s progress using these standards
Nationwide public school measurement of accountability using standardized tests
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4. Difficulty in Testing Young Children
Pre-literate
Short attention span
Immature understanding of “do your best”
Many tests do not “fit” the experiences of the child, resulting in false indicators of deficits
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Assessment, Yes Test, No
It is important to assess (measure) what a child knows and can do:
To promote children’s learning and development
To identify a child for health and special services – early identification
To monitor trends and evaluate programs and services (How are all the children doing?)
To hold individual students, teachers, schools accountable (This is “high stakes” assessment and should not be used lower than third grade)
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6. Uses of Standardized Tests
Advantages
If used appropriately, it MAY assess a child’s capabilities
Recognized tests for intervention
Must be used with other forms of information for an overall picture of the child
Disadvantages
Child feels pressure
Norms do not match child’s culture
Children lack experience in testing situation
Decisions may be made based on a false reading
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7. If You HAVE to Administer a Standardized Test . . .
Must be beneficial
Test based on development
Used for purpose it was created for
Special considerations for screening purposes
Individually administered
Skill-based, not written
Not time-limited
Minimal preparation of child for test
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8. Play and Cognitive Development
Play involves the whole child – All domains
Play is child-initiated, not teacher-directed
Teacher sets the stage, observes, supports
Vygotsky – Child’s actions are supported and extended by more mature player
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9. Observing Developing Mathematical Concepts
Rote – Counting from memory
One-to-one correspondence – Accurately counting objects
Whole/Part – Fractions
Conservation – Volume is unaffected by form
Measurement – Weight, length
Geometry – Round, square
Pattern – Regularity repeated
Classifying – Matching
Visual-Spatial – Spaces
Problem solving – Using logic
Seriation – Placing in order
Mathematics and literacy
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10. Observing Developing Scientific Concepts
Health Science and Nutrition – Workings of the human body
Life Science – Plants, animals, ecology
Physical Science – Force motion, energy
Earth and Space Science – Air, water, constellations
Environmental Awareness – fragile resources and their protection
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11. Young Children and Technology
Issues: Amount of screen time reduces active play Digital divide – accessibility gap between economic groups
Learning from electronic media – Good and bad
Social behavior
Stereotypes
Literacy
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12. Assessment of Other Domains
Self-care, including classroom areas and animal care responsibilities
Large Muscle – Movement, coordination and strength
Small Muscle – Hand/eye coordination
Literacy – Reading and writing labels, instructions, observations of activities
Language – Vocabulary, ability to hear and understand directions and responses
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TOPICS IN OBSERVATION
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14. ASSESSING THE COGNITIVE DEVELOPMENT OF INFANTS AND TODDLERS
Observe but not test –
Attention and approaches to learning
Remembering and connecting experiences
Interest in exploring environment
Problem solving
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15. HELPING ALL CHILDREN WITH COGNITIVE DEVELOPMENT
Poverty’s Effect on Learning
Children Who Are Cognitively Impaired
Inclusion
Talented and Gifted
Helping Professionals
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