Hi! I can only help with a few of the questions as my experience is in the Children's House where standardized testing does not apply.
Maria Montessori found a way to a way to connect gaining knowledge with a real need for and application of the acquired skill. No assessment is really needed at all because the learning is done for a practical purpose. She called this feature "Education as an Aid to Life". The materials create a condition where the child can assess his own work. The child learns as the mistake becomes evident and the child seeks to correct it. The individual self-educates through a process of initiation, discovery and solidification. Every material or lesson has this 3 step process. The goals of concentration, independence and coordination can occur at any of these points. This readiness to perceive an error cannot be given to a child, she must be ready to see it for herself or learning will not occur. Through repetition and experience with correcting one's own mistakes, the child perfects her sensory perceptions. "The control of error through the material makes a child use his reason, critical faculty, and his ever increasing capacity for drawing distinction. In this way a child's mind is conditioned to correct his errors even when these are not material or apparent to the senses." The Discovery of the Child, MM, p.105 This attribute contributes to our goal of independence for children, helps build confidence, creates a way for them to challenge themselves, and gives them a realistic view of self. MM wrote on all the following topics related to Assessment: "Rewards and Punishments", "Self-Construction", "Respect for the Child", "Repetition", "Sensorial Material", "Socialization", "Spontaneous Activity in Education", "Self Education", "Control of Error", "Education as an aid to life", "Freedom and Discipline", and "Mistakes and their Correction". Let me know if you want any of these references.
I urge you to read Angeline Lillard's The Science Behind the Genius - a analysis of current research about the implications that testing has for lack of interest in learning and information pertaining to how extrinsic rewards (including tests) negatively affect motivation. She describes relevant M theory clearly and masterfully.
Quote:
| What is your view on standardized assessments? If you are not supportive, how do you educate parents on your view? |
http://www.mothering.com/discussions...8&postcount=11
Since I work at the Primary level, educating parents about standardized test does not apply.
Quote:
| What is the portrait of assessment in your classroom, what types of assessment do you use and how do you apply them? |
I assess the child's abilities through observation and interaction. Everytime a new lesson is presented, we review the previous lesson first, to make sure the child is ready to move on. It is done individually. Each child has a record listing presentations and areas of interest. The learning goals are defined according to the stage of development, the sensitive periods and human tendencies. The child's growth in each area is recorded, noted and then attention is given to offering experiences in areas where there is difficulty.
http://www.cemcs.org/PolicyProcedure...soriAssessment
Quote:
| In your words, describe Maria Montessori's philosophy of assessment. |
The built-in control of error offers ways that the child can assess or evaluate the work without the need for approval from the teacher. In this way, the child becomes aware of his own abilities. This contributes to a feeling of confidence and an intimate experience with learning through one's own efforts. This strengthens the perceptual capabilities of the individual and stimulates the natural desires to explore, manipulate, and arrange. Maria Montessori is operating under the assumption that an individual has a human tendency to repetition, exactness and self-perfection. It is a satisfying and proud feeling to have gained self-control. We learn from our mistakes. Therefore, we must cultivate a friendly feeling towards them because they serve an important service.
http://www.montessori.edu/info.html
Quote:
| How do you assess students achievement based on state/national standards with the different levels of academic work in a multi-age classroom? |
http://www.montessori-namta.org/NAMT...rs/assess.html There could be a way for students and teachers to outline and assess a child's knowledge and then compare it to a standard without judgement being made about her level of competence. Portfolios could be used. The testing could also have more variation as far as geography and ethnicity goes. It would make more sense to have vocabulary and word problems directly relate to the child's own environment. A child has much more success with scenarios that include familiar themes, objects and places. There should also be a way to accomodate multiple learning styles or "intelligences". Are you familiar with Howard Gardner?
http://en.wikipedia.org/wiki/Theory_..._intelligences)
