Why does the use of formal assessment tools raise concerns on the part of the early childhood professional community?
What will be an ideal response?
In recent years, there has been a dramatic increase in the use of formal assessments, particularly standardized tests, for assessing young children. This has raised concerns on the part of the early childhood professional community for several reasons:
a. Test results may not be valid and reliable because it is difficult to administer tests to young children. The tests may be beyond children's developmental capabilities, or their behavior may be influenced by mood or the test situation.
b. Tests measure a narrow range of objectives, mostly cognitive and language abilities, and miss important objectives of early childhood education such as creativity, problem solving, and social and emotional development.
c. Tests are often biased in terms of language and cultural assumptions. When instruments do not reflect their language, experiences and background children do not communicate their true abilities
d. Testing may take time and resources away from important activities such as recess, play, story reading, art, music and physical education
e. Tests may cause some children to experience stress, anxiety and a sense of incompetence.
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