Interview Report on Assessment Standards

Standard based assessment is referred to as a test which focuses of the outcome based edification or the philosophy performance based edification. In the standard reforms programs assessment is usually a very prominent key factor. This program outline setting higher standards on the students and then the curriculum must be associated to suit the new standards. Then the end result which entails assessing the student’s perception of the standards on knowledge, reasoning and skills (Eignor, 2001). This assignment shall outline a standard based assessment which was injected to the students in elementary level- K, the learning targets, skills and reasoning of these students outlined and an analysis of the performance of the student. This shall also outline the strength and weakness of the standard based assessment tool.

Learning Targets

The learning target that would be assessed in the standard assessment would be the student knowledge, skills and reasoning in elementary level- K. This will be projected toward all units in the curriculum which entails the clarity of the elements of edification. Through this initiative we shall be able to acknowledge the specific knowledge which is targeted on the student. We shall be able to outline the reasoning capability possessed by the student in understanding and explaining the main concepts of the curriculum in their own perceptive. This shall also pinpoint the most proficient task or activities which the students are compatible with, these skills are the ones which the learning target will materialize on to help the student achieve high standards in all the unit of the curriculum (Jackman, 2001).

Assessment Tool

The assessment tool which was projected toward this initiative was standard based assessment interviews. The students were required to take an assessment evaluation test. These test covered all the units in their curriculum. Before the tests were issued out standards were set to the student so that they would be motivated and encouraged to perform well. The standards were later induced in the curriculum. All students were required to the best of their ability to fully capacitate the test observant of the standards which were been highlighted. The standard that were set were observant of the curriculum covered by the students. The tests were then offered to the student randomly on each subject on it own.

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Assessment Conditions

The conditions under which the assessments were being administered required that the student test scores, survey questions and letter grades be tracked from the assessment test and prior tests. These was aimed at analyzing the development of the student in the curriculum and also devise a progress report which would enable the student performance be administered and proper diagnosis may be administered. The outcome from this initiative was centralizing on the performance of the students and this was triggered to enable tracking of the overall performance of the standard of edification being doctored to this minors as also voiced by Anastasia Et al (1994).

Fairing of the Students

The majority of students faired well, however, there were a few failures which were later associated with parental lack of administration on the child edification. The benchmark tests which mostly concerned on skills and knowledge were the worst affected this was because of the large number of students assessment was also a difficult case, this is because this form of assessment requires total attention on the particular individual so that one may assess the skills which the junior has acquired during the course of the academic curriculum (Braden & Niebling, 2005). The grading was most projected to performance of the student based on standardized benchmark of grade levels.

Analysis of the Outcome Performance

Each of the learning targets that were injected in the student was analyzed so that one may establish the cause of failure in some of the students. The cause which was mostly established among the few minorities of the students which failed was due to no parental guidance. The response was that the parent’s participation on the student’s edification activities was minimal and scaled at lower level due to this facet. This were mostly the areas of letter grades which the parent have the upper hand in teaching their children develop mostly even before the curriculum can be induced to the child. Most of this parents were corporate workaholics whose time with the family are minimal and the child are subjected to housemaid whom in most cases were revealed to be Latinos with little knowledge of English.

According to Jackman (2001) another factor beside the parents there are usually the mis-concepts by the tutors on the curriculum standards. This mostly occurred on the mathematic subjects where the standards evaluated stated that the tutor either overestimated or downsized the children ability and injected some of their won mechanism of teaching which were corroding with the required standards. Teachers competencies was one issue which was the cause of the poor performance. Their evaluation and analysis on the child skills was also poor in rating and thus the teachers were vague in administering remedy to the areas that the child faired poorly. Assessment by the teachers was noted that was rarely done to evaluate the strength and weakness of the pupils. These factors made the learning become mixed with only the few bright pupils excelling leaving their counterparts struggling with their curriculum.

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Remedy for the Negative Outcome

This assessment provided the tutors with a guideline which should be followed to help out the pupils that are trailing and struggling with some subjects. The parents as they were also involved in their children edification would now create time for homeschooling and tutoring. This assessment has also empowered the pupils to be bale to know the areas that they are weak on and thus through guidance of both the teacher and the parent they shall be empowered to put emphasis on this region and promote performance in areas of weakness. These assessments provide the pupil with evaluation that is helpful to improving, evaluation and implementing on areas where there is some disputes, this would help mitigate the cause of low performance as voiced by Braden and Niebling (2005).

Strength and Weakness of this Assessment Model

The most advantageous ideology founded by this model of assessment is that it helps the pupil, teacher and parent to diagnosis the areas of weakness in the curriculum. The remedy that is prescribed is essential for the edification development of the child. However, this method has implication when assessing as it is usually hard to evaluate correctly mostly when evaluating the skills and ability of the pupil. Lack of cooperation from the parents is also another standing block (Frisbie & Friedman, 1997).

Conclusion

This model is well utilized can provide the best results however this will only be possible if all participant cooperate. This model helps pinpoint the child weakness and administer the best remedy on that particular juncture so as to improve the performance of the child. This assessment should be advocated to all school so that the level of edification may be enhanced.

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