While researching different assessment practices around the world, I found some interesting facts. It seems as though other countries have the idea that children need to have executive function skills. Though we believe that in the U.S. other countries actually asses individuals based on their abilities. It is not always fair assessment. For example, in Germany although teachers assess children on skill level social class plays a huge part on where they end up. First and second grade students do not receive grades. In lieu of grades parents are given a report card which explains their child’s work habits, special skills and weaknesses, how they behave, participation in class, and the attitude they show towards school. Children in Germany do not repeat these grades. In the fourth grade the teacher recommends where the student should go for the fifth grade which is where students begin their transition into junior high. There are formal tests that are conducted are as follows 2nd grade: 4 tests, no more than 15 minutes each; 3rd grade: 6 examinations, 3 no more than 30 minutes and 3 no more than 15 minutes; 4th grade: 6 examinations, 4 no more than 30 minutes and 2 no more than 45 minutes. These tests are a lot less stressful than the tests we have here in Texas. In England and Germany, the teachers play a major role in determining students’ success.
As far as my opinion on how children should be assessed I feel that there is no set test that will suffice for all students. There are some children who cannot function in society but are extremely smart. There are some children who are great with others but do not perform great in academics. There are some people who need to have music playing to focus and some who need silence. I think that in a perfect world teacher would have the time and opportunity to get to know all their students. When they get to know them, they would be able to assess each child based on their abilities. There are many children who get thrown into special ed programs because of teachers’ performance being directly correlated to students’ performance. Many other countries I read about do not blame teachers for a student’s inability to perform.
em827 
Germany does seem strict on there goals for their students as far as assessing them in the later grades. The way they assess their first and second graders should be the way they do it for the rest of the grades. When they are being tested, it seems like the children do not have a lot of time to answer the questions which would be stressful. I agree with you if we did live in a perfect educational world, where the teachers can just sit and observe their students, the children would have fun and learn, and they would not be stressed.
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I agree that there is no set assessment for all students. Each child learns at a different level and pace. There are children that are very smart and can answer questions verbally but when a test is placed in front of them they freeze. That does not mean that they do not understand the material, it can mean that anxiety is present at the beginning of each test. When reading your assessment of Germany, it has to be very difficult for a parent to understand how their child is learning and what they are learning in school. To me the first years of school instead of receiving a progress report it seems as if they are receiving a daily sheet that a childcare teacher gives to a parent at the end of the day. After that I feel that there is a lot of pressure placed on the child when testing, a timed test would make me nervous. Instead of focusing on the material most of them may be watching the clock to see how much time is left.
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Hello Maggie,
It was interesting to read that grade school children in Germany do not receive grades but rather observations in order to assess what the child has actually learned. Like you , I do agree that there is no one concise test that can test the intelligence of children. I personally believe that factors such as cognitive abilities, physical abilities, and emotional factors should be implemented when testing for intelligence in children.
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I agree with you that is not the perfect test to assess all children. I think we should try to find one that fits all children as closely as we can. I do not believe Kindergarteners should be given formal assessments. If teachers were allowed to observe children and have that be a part of their tests, they would gain a better insight about what the child knows. Holding teachers accountable for test scores with the possibility of losing their jobs places undue stress on teachers who in turn places it on the child, and they don’t have a choice but to teach the test.
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It was interesting to read that grade school children in Germany do not receive grades but rather observations in order to assess what the child has actually learned. Like you , I do agree that there is no one concise test that can test the intelligence of children. I personally believe that factors such as cognitive abilities, physical abilities, and emotional factors should be implemented when testing for intelligence in children.
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