1. Chapter 8 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.” ©2011 Cengage Learning. All Rights Reserved.

2. ©2014 Cengage Learning. All Rights Reserved. A WORLD OF TESTS & STANDARDS Tests –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

3. 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 ©2014 Cengage Learning. All Rights Reserved.

4. Difficulty in Testing Young Children Pre-literate Still much variability in domains of development 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

5. ©2014 Cengage Learning. All Rights Reserved. Standardized Tests Same measure is administered in the same way to determine an individual result compared to an expected response –Trained test administrator –Strict adherence to the procedures –Limited or single response counted as correct –Result is a numerical score –Compared to the scores another group of children attained

6. ©2014 Cengage Learning. All Rights Reserved. Assessment, Yes Test, No It is important to assess (measure) what a child knows and can do: 1.To promote children ’ s learning and development 2.To identify a child for health and special services – early identification 3.To monitor trends and evaluate programs and services (How are all the children doing?) 4.To hold individual students, teachers, schools accountable (This is “ high stakes ” assessment and should not be used lower than third grade)

7. ©2014 Cengage Learning. All Rights Reserved. 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 Tests punish economically disadvantaged and LEP children

8. ©2014 Cengage Learning. All Rights Reserved. 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

9. 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 ©2014 Cengage Learning. All Rights Reserved.

10. Assessing Other Developmental Areas While Observing Math and Science Cognitive development – Intellectual, not just knowledge but also Skills – Actions that reveal abilities Dispositions – Ways that each person responds to experiences, approaches to learning REMEMBER: Areas of development impact one another.

11. ©2014 Cengage Learning. All Rights Reserved. Observing Developing Mathematical Concepts Rote – Counting from memory One-to-one correspondence – Accurately counting objects Ordinal numbers – Place words Whole/Part – Fractions Conservation – Volume is unaffected by form Measurement – Weight, length, breadth Geometry – Round, square Pattern – Regularity repeated Classifying – Matching Visual-Spatial – Spaces Problem solving – Using logic Seriation – Placing in order Mathematics and literacy

12. ©2014 Cengage Learning. All Rights Reserved. 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

13. 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 Consumerism Social behavior Stereotypes Literacy ©2014 Cengage Learning. All Rights Reserved.

14. Assessment of Other Domains during MST Activities 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 ©2014 Cengage Learning. All Rights Reserved.

15. TOPICS IN OBSERVATION ©2014 Cengage Learning. All Rights Reserved.

16. 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 ©2014 Cengage Learning. All Rights Reserved.

17. HELPING ALL CHILDREN WITH COGNITIVE DEVELOPMENT Poverty’s Effect on Learning Children Who Are Cognitively Impaired Inclusion Talented and Gifted Helping Professionals

18. ©2014 Cengage Learning. All Rights Reserved. Standards Related to Math and Science for Young Children NAEYC Early Childhood Program Standards and Accreditation Criteria 2.G.02 Preschool, Kindergarten Children are provided varied opportunities and materials to learn key content and principles of science such as: –The difference between living and non-living things … –Earth and sky … –Structure and property of matter ….