Assessing the Whole Child- It’s Not All About Standardized Tests

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When teachers hear the word “assessment” most of us think, “Oh, no. When will we ever find the time to actually teach?”

When parents hear the word “assessment” most of us think, “Oh, no. How will my child measure up to the other kids in his/her class?

“Assessment” does not have to be the equivalent of a four-letter word.

Assessments are beneficial to teaching and learning- NOT STANDARDIZED assessments, but true assessments. Authentic assessments include a range of methods, not JUST STANDARDIZED, and serve a variety of reasons such as pre-assessments to find out what children know (Yes! Children actually come to class ALREADY knowing A LOT!), formative assessments to understand how our teaching is working and what children are learning in a unit, and summative assessments to see what children have learned and how they can apply their learning.

American education today is still stuck in the early 1900’s. Anyone who spends time with children-caring for them, teaching them, observing them- knows that children come in all shapes and sizes, with their own unique strengths and challenges, senses of humor, likes and dislikes, etc. They are UNIQUE. There is not a STANDARD CHILD. Why should we measure children who are UNIQUE against STANDARDIZED tests? It should be a crime but sadly it is a reality. France is one of the countries that is rethinking assessment to meet the needs of the growing immigrant population.

Educational Assessment in Germany

According to Rotberg (2006), Germany has a very distinct educational system. It is highly stratified and arbitrary based strongly on socioeconomics. There are three types of school Gymnasium (academic track), Realschule (vocational track), and Hauptschule (lower level education). They do not use examinations to determine placement. Parents and teachers decide student placement.

Rotberg, I. C. (2006). Assessment around the World. Educational Leadership, 64(3), 58-63.