Excerpt coming from Essay:
Realities of Alternate Assessments
The information contained in the readings in Module/Week 7 pertains to some of the realities of alternate examination. Specifically, these readings reveal that it is not infrequent, particularly if working with a student population with special requirements, to employ this kind of assessments to gauge a student’s skills in a particular task or perhaps area of study. What is critical to note about these alternate examination is that they are essential for students with “the most important cognitive disabilities” (Towles-Reeves ain al., 2009, p. 233) and are certainly not needed for students who will not fit into this category.
In terms of looking at the pros and cons of different assessments through my Biblical worldview, it is advisable to note that the differences between the two of these stratifications generally depends on one’s perspective. For instance, one of the positives of alternative checks is that they supply a means for evaluating students who also otherwise probably would not be able to always be assessed utilizing traditional assessment measures – including timed tests and writing examination. non-etheless, it is hard to argument the fact that such alternative assessments will not provide a homogeneous way of assessing children in environments through which parity of treatment is normally the idea. Seen from this perspective, the differentiated assessments that alternative assessments provide happen to be somewhat of a negative. Nonetheless, when I consider my Biblical worldview perspective, I believe the fact that positives associated with alternative checks exceeds the negatives.
This kind of belief may not be shared with teachers with a more secular worldview. Some may think that providing alternative checks is a way of relaxing standards for certain college students, and that variations of these alternative assessments (such as the AA-GLAS) (Towles-Reeves et al., 2009, p. 235) are given for some learners who should be able to utilize traditional assessments. Irrespective, I believe that alternative examination are merely just one way of providing fairness in the analysis capabilities of students based on a cognitive capabilities.
John is actually a fifth level student who had been diagnosed with Autism when he was three years old. Even though he can browse fairly very well, it takes him a considerable amount of the perfect time to read pathways which his peers can see much more quickly. This simple truth is attributed to a prolonged processing moment for the little youngster, which requires longer than his peers without this order. The time constraints of typical examination are much as well strict to gauge regardless of whether John
