Chapter 8 Using Standardized Tests to Look at Cognitive Development “A fair assessment of any...

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.

©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

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



Difficulty in Testing Young Children

• Pre-literate• Still much variability in domains of develop

ment• Short attention span• Immature understanding of “do your best”• Many tests do not “fit” the experiences of t

he child, resulting in false indicators of deficits


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 corr

ect– Result is a numerical score– Compared to the scores another group of

children attained


Assessment, Yes Test, No

It is important to assess (measure) what a child knows and can do:1. To promote children’s learning and development2. To identify a child for health and special services – ea

rly identification3. To monitor trends and evaluate programs and service

s (How are all the children doing?)4. To hold individual students, teachers, schools account

able (This is “high stakes” assessment and should not be used lower than third grade)


Uses of Standardized Tests

Advantages• If used appropriately, it M

AY 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 i

n testing situation• Decisions may be made b

ased on a false reading• Tests punish economically

disadvantaged and LEP children


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

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



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.


Observing DevelopingMathematical Concepts

• Rote – Counting from memory

• One-to-onecorrespondence – Accurately counting objects

• Ordinal numbers –Place words

• Whole/Part – Fractions• Conservation – Volume is un

affected by form• Measurement – Weight, leng

th, breadth

• Geometry – Round, square• Pattern – Regularity repeate

d• Classifying – Matching• Visual-Spatial – Spaces• Problem solving – Using logi

c• Seriation – Placing in order• Mathematics and literacy


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

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


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


TOPICS IN OBSERVATION


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



HELPING ALL CHILDREN WITH COGNITIVE DEVELOPMENT

• Poverty’s Effect on Learning

• Children Who Are Cognitively Impaired

• Inclusion

• Talented and Gifted

• Helping Professionals


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….

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