Years

According to the ideology of the black family concept, poverty has been described as black and intergenerational. The blackness of the family comes from the fact that a lot of poverty in the late eighteenth century was associated with the Negroes family, who were black in colour. According to consecutive statistics, poverty increased significantly in this community compared to the white, and it persisted for around forty years, making the forty years of lies.

The predominance of the poverty both in terms of years and index gave birth to the black family, the American Negroes who were in total black poverty. On taking my stand, I strongly agree the arguments of this article, the Moynihan report. The collapse of the nuclear family led to mass poverty through out of wed lock children bearing and teen pregnancy. The Negro problem could not be solved without isolated study of its way of living, level of income and the social life in general. The reason as to why I support the report is majory based on time.

I will make my argument through reflecting the time this was happening. This was a time when cultural roots were strongly held on specialized obligations of the male and female within a familial structure. The male were supposed to provide for the family whereas the female were to take care of the family. This is why the report argues that with male heads working, women and children were safe. In this ghetto culture, poverty flourishes very well for it sounds as work place discrimination based on gender.

Because the population of the Negroes was increasing, the tangle of pathology was obvious. This was a state characterized by fatherlessness, crime, school failure, joblessness and juvenile delinquency. When any community is not tied to many and diversified social, economic and political obligations, they tend to worship their cultural identities. Because of the idleness, the population has to explode obviously (http://www. city-journal. org/html/15_3_black_family. html).

The root cause of the Negroes problems was the nature of their culture on family issues. The break of nuclear family made total defiance from the social roles and responsibilities. The instability of the nuclear family resulted to mass single parentage and teen pregnancy. When children are risen up by a single parent, it is very probable that the same children will adopt the same spirit form the parent. Such kinds of children do not access education, health and other social amenities. As Johnson argues, when a family collapses, children are damaged.

If this takes place at a massive scale, then the whole community gets crippled as the case of Negro Americans. Faced with the above challenges, this community had no otherwise rather than adapting to civilization ways of life, which could only be facilitated by the authority. It is a mechanism that can still apply today for poverty stricken communities. I support the campaign that was made to build a pre unit school within the ghetto zone. This was the base and the minimum level which civilization could be instilled within this community.

The rest of the world should learn that the nature of family structure can adversely increase vices such as child dependency, prevalence to diseases, population burst, welfare dependency, single parentage, teen pregnancy or out of wedlock teen pregnancy epidemic. For reforms, it is wise to emphasize on use of contraceptives, sex education, universal education and the desire to rise to a higher social class (http://www. city-journal. org/html/15_3_black_family. html). Work Cited: Hymowitz, S. Kay (2005) The Black Family: 40 Years of Lies. Retrieved on 31st January 2009 from, http://www. city-journal. org/html/15_3_black_family. html

To what extent was there political and economic reform in the years 1906-1916? In the years 1906-1916 there was some economic reform made my Stolypin and some political reform made by the four Dumas. Stolypin made his land reforms and other agricultural reforms in order to improve agriculture and increase production. However he was not majorly successful in constructing economic reforms to improve conditions in cities. The tsar had allowed an elected legislative assembly (Duma) which was in place for the first time.

However the concessions the tsar made in the October manifesto after the 1905 revolution were expedients rather than real reforms. The Duma did not become a limitation on the tsar’s autocratic powers. This essay will look at both the extent to which there was political and economic reform in the years 1906-1916 by referring to Stolypin’s reforms, the strengths and weaknesses of the Duma, as well as the government’s involvement in political and economic reform. Stolypin was one factor which contributed to the economic reform in the years 1906-1916.

Stolypin made reforms which contributed in modernising Russian agriculture and making it more productive. For example he passed a law that made it easier for peasants to break away from communes, allowing them to move freely around Russia. The peasants’ land bank was also promoted by Stolypin to give more loans to peasants and hence encourage them to move to the undeveloped agricultural areas of Siberia with the incentive of cheap land financed by the government loans. Stolypin’s reforms meant that increasing the number of peasants landowners who farmed more efficiently would lead to fewer Russian peasants being needed to farm land.

They then had to move to the cities to gain employment, which helped in meeting the increasing demand for workers in cities. It could be argued that his land reforms were a success as in 1905, 20 per cent of peasants owned land which by 1915 increased to 50 per cent. Agricultural production had also increased from 45. 9 million tonnes in 1906 to 61. 7 million tonnes in 1913. These figures illustrate that the reforms he introduced had an enormous impact in the improvement of agriculture and production suggesting that Stolypin had made significant reforms and the years 1906-1916 were a period of major economic reform.

However on the other hand it could be argued that Stolypins ideas were not as helpful in economic reform as although he had helped in agricultural production; he had done little to improve the cities. For example industries where most of the profit is generated were not developed and even thought he had helped peasants and brought great changes to the Russian countryside, he had not done much to improve living and working conditions of Russia’s industrial workers suggesting that there were little economic reforms in 1906-1916.

With limited industrialisation Russia could not supply its self with all the required goods and could not export goods and products to different countries hence their balance of payments and economic state was affected negatively; conveying that there was restricted economic reform in 1906-1916. The four Dumas from 1906- 1917 were a factor which contributed to the political reform in Russia in the years 1906-1916. In 1906 there was an elected legislative assembly (The first Duma) for the first time.

All Dumas throughout the period questioned ministers and some were critics of the tsarist system. The amount of laws they were able to pass were limited, but the Dumas could be seen as a huge political reform as before 1906 there was no any form of democratic parliament but rather only the tsar ruled Russia. No one ever dared to question the tsarist system, but there was now a huge improvement and a step forward to what the people of Russia wanted a democratic power.

However The Dumas were simply allowed by the tsar to give the appearance of a democratic government and so were not so significant in political reform in 1906-1916. The Dumas were very limited in their actions and the laws they could pass, as they had to be agreed by the tsar. For example the first Duma in 1906 had 319 requests of Laws but only 2 were passed. The tsars ‘Fundamental Laws’ hugely limited the powers of the Dumas and portrayed that things had still not changed majorly, the tsar was still the ruler of Russia and made the main decisions of running the country.

This is further intensified by the fact that the tsar had dismissed the first two Dumas in 1906 and 1907 as they were strong critics of the tsarist system and voiced their anger as the ‘Supreme Autocratic Power’ still belonged to the tsar. This contrasts with the 3rd and 4rth Dumas which were kept for longer as were less critics of the tsarist system and were rather supportive. This clearly illustrates that there was limited political reform in 1906-1916 as the tsar was still the main ruler of Russia and the Dumas were still not able to pass on laws which would improve the state of Russia.

Finally although the policies of Stolypin and the introduction of the Duma were important advances, they were not enough to end the tsarist system or make significant political and economic reforms. There was very little political and economic reform in 1906-1916 which was partly because of the tsarist system, but also because of the tsars and governments resistance to make reforms. The government, the Dumas and the tsar also did not cooperate with each other to make changes but rather had their own interests, leading to the obstruction of reform.

The issues of having adoption documents open for access by the adopted people who are over eighteen years has caused a lot of heated debate in America. There has been a revolution in the adoption scene as some of the states have legalized the opening of previously sealed adoption documents.

There are raging debates due to the controversy which is brought by opening and sealing the adoption records. The right of the birth parent to privacy is weighed against the fundamental right of the adopted adult to know and the right to equality. This paper seeks to bring out the reasons as to why these previously sealed documents should be open for adopted adults.

There are more than six million adoptees in the United States of America. Currently, only six states in America offer the open inspection of adoption records. These are Tennessee, Hawaii, Delaware, Alabama, Kansas and Alaska (Mabry & Kelly, 357).

In most of the other states, the original birth certificate and the adoption documents are not accessible to anyone without a court order. Alabama allows the opening of these documents only after consent while Oregon and Tennessee also require consent from the court. In Tennessee, the adult adoptee is forbidden for establishing contact.

Some states recommend the use of specific search and consent protocols which require the agency to locate either member of the adoption triad enquire whether they would allow their identity to be revealed to the other member (Mabry & Kelly, 359).

The adoption triad refers to the adopted adult, the adopted parents and the birth parents.  Opening adoption documents or records refers to making a variety of previously confidential and sealed information available to a member of the adoption triad.

These adoption records can be either the original unammended birth certificate, the court records from the adoption and other confidential information including the adoption agencys’ documents which may reveal the identity of any of the members of the triad (Mabry & Kelly, 369).

After an adoptive placement is finalized, the original documents and documents proceeding from these cases are closed.

Most adopted adults are in favor of the opening of the adoption documents primarily to ease their search for their birth parents or eliminate the need for a search. They argue that keeping these documents sealed from adopted adults, impairs with their emotional status and denies them of their right to know the identity of their parents like every other person.

Adoption documents were initially sealed in order to protect any members of the adoption triad from the prevailing attitudes of the time. There was a lot of social stigma arising from illegitimacy and infertility. People were also stigmatized based on their wealth or other features in their families.

The courts felt that the exposure of the triad especially the child to these attitudes would hinder their potential. Sealing adoption documents allowed the adopted child to grow up without these additional pressures from the society (Mabry & Kelly, 436).

The main reason as to why the adoption documents were sealed was to protect the adoption triad from social stigma associated with illegitimacy and infertility.

The changing times have eliminated this stigma as millions of people nowadays choose not to get married, to become single parents or even get married and choose not to have any children. Any stigma associated with either of these has been eroded over time.

The opening of adoption records only for adopted adults over the age of eighteen years ensures that they are already emotionally and mentally developed and the chances of their birth parents affecting their development is minimized.

Adoption documents allow the adopted adult to find out of any genetic conditions which they may have inherited from their birth parents. The knowledge of any genetic predisposition to life threatening medical conditions allows the adopted adult to seek help early.

This also allows early detection of any medical conditions and could potentially save lives (Siegel, 17). In cases where the adopted adults also intend on having their own children, it is necessary for them to know of any possibilities of passing on genetic conditions to their children and make informed decisions based on these facts.

Adopted adults may also require organ transplants. The most successful organ transplants are from genetically identical individuals since there are less chances of rejection. For the adopted adult, this implies that they have to contact their birth parents and any other siblings they may have for potential donors.

The adult who is adopted at childhood has the fundamental right to know the identity of his parents (Mabry & Kelly, 508). These unanswered questions bring a lifetime of confusion and loss of identity.

The contract between both sets of parents is entered on behalf of the adopted child. Once the child reaches eighteen years, they are legally capable of making most legal decisions and they should be treated as adults who have the right to decide whether they require information regarding the birth parents.

In cases where they choose to have access, the information should be availed readily (Siegel, 17). The United States of America is founded on the tenet of equality for all its citizens. Opening adoption documents ensures that adopted people are given equal right to know their parents, similar to their non adopted counterparts (Blanton & Deschner, 534).

The adopted individuals should be given the same right as everyone else.  This in turn brings peace of mind and the adopted adults can move on with their lives.

There are many people who feel that the opening of these previously closed documents should be prohibited and adult adoptees should not be given information regarding their birth parents. Those who oppose the opening of these documents insist that the birth parents may not want contact from the children (DuPrau, 28).

The supporters of opening adoption records insist that the opening of these documents does not necessarily imply intent of contact. In many cases the adult adoptee is simply curious or is intent on identifying any genetic medical conditions of the birth parents (Blanton & Deschner, 530 .

The issue of people preferring abortion to adoption due to the ramifications of the children later looking for them has also been debated. The supporters of open documents maintain that the two issues are unrelated and the rates of abortion have not increased in states that have allowed open adoption documents (Cocozzell, 36).

There is no need for the birth parent to feel insecure because most states specify no contact unless it is permitted. The birth parents have no biding parental responsibilities on the adopted adult and the only thing they seek is information on their identity and possible their medical condition. In some instances birth parents who gave up their children for adoption are also interested in making contact and are relieved when the adopted adults contact them (Cocozzell, 36).

There are also arguments that insist that the identification of birth parents is a threat to the relationship of the adopted individual with their adoptive parents. While it may be true for an adopted child, for an adult adoptee, the identification of the birth parents is not a threat to their relationship with the adoptive parents (DuPrau, 18).

In conclusion, all adoption documents should be open to all adopted people over the age of eighteen years. This allows equality to all people and gives the adopted adults peace of mind regarding any questions they may have concerning their identity as well as any potential genetic conditions which, they may have inherited from their birth parents.

REFERENCES

Blanton L. & Deschner Jeanne, “Biological Mothers’ Grief: The Post adoptive Experience in Open vs. Confidential Adoption,” Child Welfare 59 (1990): 525-535.

Cocozzelli Carmello, “Predicting the Decision of Biological Mothers to Retain or Relinquish Their Babies for Adoption: Implications for Open Placement,” Child Welfare 68 (1999): 33-44.

DuPrau Jeanne. Adoption: the facts, feelings, and issues of a double heritage. Michigan: University of Michigan, 2007. 16-99.

I the blink of an eye times passes so quickly and we are left wondering what happened where has the time gone, it fears us knowing how easily it is for life to change in the blink of an eye . I have reached the stage in my life that I just want happiness and good health for myself and my family… Sometimes we don’t know what’s round the corner and life can so cruel.

Thinking of life in ten years time can be scary I can think of two different paths; my dream path and my probably the path that will happen in the real world. In 10 year time I will be a few months of 50 and that’s an achievement in itself. Hopefully in 10 years my diabetic health has stayed stable and my non cancerous tumour has remained non cancerous….. Hopefully that time bomb within me hasn’t went off.

Firstly my dream path for 10 years time would be that to have fast tracked education, college and uni and perhaps be doing in life and that would be working as a baby nurse, helping little sick babies, whilst also raring my 4 beautiful children, the two eldest ones imagine will have flown the nest, maybe I will be a grandmother, and that will be the most beautiful gift of all. Whilst my 2 younger boys I imagine and hope that they will be 2 handsome teenagers and I am sure bringing plenty of teenage worrie to my door.

The focus of this paper is on the assessment processes used in descriptive studies of children, aged 3-4 years, who are learning English. We adopt mainly classroom assessments with naturally occurring performance tasks and used multiple intelligence theory to assess their progress. In so doing we have found both problems and benefits that come from using this kind of assessment for young children. Lots of data were put to use for this paper, and my hope is that it could open and enlighten kindergarten English teachers.

Context Twenty-first century learning is about the process of integration and using knowledge, not just the acquisition of facts and procedures. Educators need to build assessments for learning, rather than just solely teaching. Assessment is different from testing. According to Graves, Juel, Graves (2006), assessment uses ongoing evaluations and is used to guide further instruction. Accounts by Mitchell (1992), Wiggins (1992), and Wolf, LeMahieu, and Eresh (1992) suggest that teachers who have used performance tests report improved thinking and problem solving in their learners.Additionally, school districts in Colorado, Oregon, California, New York, New Hampshire, Texas, Illinois, and other states have all taken it upon themselves to experiment with performance tests in their classrooms (Educational Leadership, 1992).

We carried out a small-scale project with observation method because the value of observing is not for collection of files but to assess the prospective development and to match it is with an appropriate response. (Carole Sharman Wendy Cross Diana Vennis Observing Children: A Practical Guide, 3th Edition)Wordless picture books can be both “pure” picture books or the “almost” wordless picture books that rely on illustrations to tell a story, and they offer a variety of topics, themes, and levels of difficulty (Jalongo, Dragich, Conrad, & Zhang 2002). Many educators have used wordless picture books to support the development of young children’s literacy skills (Avery 1996; Gitelman 1990; Read & Smith 1982; Reese 1996). Because of the absence of print, it also makes it possible for ESL or EFL students doing reading and writing activities to use the same materials.In the next section we will present the experience of practicing a performance assessment in my teaching and learning. Participant The authors of this paper are Li Shu and Teacher Yang. Li Shu is an English teacher who works as a teacher at the Montessori kindergarten, Etonkids.

Teacher’s decision

Teacher Yang is also a teacher at Etonkids, working in the Casa class (from 3-years old to 6- years old). Li Shu (Li) and Yang observed a group of 10 2-3year children for over 1 week without telling students that this is for assessment.Concerning the children’s family culture, 4 children’s parents don’t understand English and don’t speak English; 4 children’s parents speak a little English and 2 children’s parents can understand English and speak English to them. Procedure (step by step) Assessment techniques Teaching and learning require that you constantly gather information and make decisions. You might not realize it, but teachers make decisions about students at the rate of one every 2 to 3 minutes (Shavelson & Stern, 1981). That’s about 20 decisions every class period!Sound teaching decisions require sound information and only sound assessment procedures gather sound information. Researchers estimate that teachers may spend anywhere from one third to one half of their time in assessment-related activities (Stiggins, Conkin, & Associates, 1992) so every teacher should think about the decisions that he/she makes.

After I participated in the course “Educational Assessment of Students”, I learned that before I teach and assess, I think about the following questions:

1. What content do I need to cover during this day, this week, this month, and this marking period?
2. What abilities (cultural background, interests, skills etc. ) of my students do I need to take into account as I plan my teaching activities?
3. What materials are appropriate for me to use with this group of students?
4. What learning activities will my students and I need to be engaged in as I teach the lesson?
5. What learning targets do I want my students to achieve as a result of my teaching?
6. How should I organize and arrange the students in my class for the upcoming lessons and activities?

With these questions and taking into consideration of their age, their ability to see things in their true light, their level of self-control, their language ability, etc. , I chose to use an informal observation method for the students during their classroom activities. This is performance assessment. It not only assesses my students’ learning, it also assesses my teaching goals and the appropriateness of my teaching materials. I have prepared a short song with words to be assessed at the end of the week.There are two main purposes for this assessment. One is to assess whether the ten children could remember and understand these words.

The second is to assess other developments of the children. All of the words are my weekly teaching goals and the music gives them a signal of these words’ meanings. The children need to memorize these words and be able to say them correctly. I chose some wordless books named “I can…”,and “Animals on farm” and left them on the bookshelf where they were available to the students at any time. During the work time or circle time, I also played different styles of music to which to work to, that coordinate with my teaching goal. They have this English class time for a total of 45 minutes, including 15 minutes of circle time and 30 minutes of playground time, each day. Our weekly topic is about such verbs as walk, jump, tiptoe, gallop, hop, and skate.

My role is to focus on observing these 10 children’s daily conversation and daily language activities. Yang’s role, as a Montessori teacher and being very familiar with our objectives, is to focus on observing these children’s daily activities.As such we are observing from different perspectives. We did not inform the students of our expectations because we did not want to limit their imagination and give them any pressure. I assessed their language learning ability and Teacher Yang assessed their synthetic ability. In total, between the two of us, we assed every child from 7 different categories. They are:

1. Word Pronunciation;
2. Picture Identification;
3. Recognition of meaning;
4. Ability to read the word;
5. Body Expression;
6. Musical Understanding;
7. Interpersonal elationships or social ability.

According to Howard Gardner’s Theory of Multiple Intelligences, the first 4 points fall under the category of linguistic ability while points 4,5,7 fall under the category of Bodily-Kinesthetic Intelligence (the ability to use one’s mental abilities to coordinate one’s own bodily movements). This intelligence challenges the popular belief that mental and physical activities are unrelated. Musical Intelligence encompasses the capability to recognize and musical pitches, tones, and rhythms and use them to compose music.Auditory abilities are also required for a person to develop this intelligence in relation to pitch and tone but it is not needed for the knowledge of rhythm. These two functions are separate from each other, but most cultures give these two a close association (Dr. Howard Gardner. 1983).

Auditory functions are also not needed for the knowledge of interpersonal feelings and intentions of others which Gardner categorizes as the Intrapersonal Intelligence–the ability to understand one’s own feelings and motivations.From the above description, you can see we mainly choose Natural Occurring tasks (for Performance assessment) and integrated them with the Theory of Multiple Intelligences. Here, I think it’s necessary to give explanation of “performance assessment”, “ Naturally Occurring” and “Multiple Intelligences Theory” According to Nitko and Brookhart (2007), a performance assessment presents a task that requires students to do an activity that requires applying their knowledge and skills for several learning targets and uses clearly defined criteria to evaluate how well the student has achieved this task.Naturally occurring tasks require you to observe and assess students in natural settings: in typical classroom settings, on the playground, at home etc. In this setting you are more likely to see how the student typically performs when they want to achieve a goal, such as cooperating with members of a group to accomplish a task. In natural settings you do not tell students that they are being assessed, nor do you control the situation in any way. Gardner defines intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural setting” (Gardner ; Hatch, 1989).

Using biological and anthropological research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which generally recognizes only two intelligences, verbal and computational.

The seven intelligences that Gardner defines are:

1. Logical-Mathematical Intelligence consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
2. Linguistic Intelligence involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.
3. Spatial Intelligence gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains–Gardner notes that spatial intelligence is also formed in blind children.
4. Musical Intelligence encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm. )
5. Bodily-Kinesthetic Intelligence is the ability to use one’s mental abilities to coordinate one’s own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.
6. The Personal Intelligences includes Intrapersonal Intelligence(the ability to understand one’s own feelings and motivations) and Interpersonal Intelligence (the ability to understand the intentions of others). These two intelligences are separate from each other.
7. Nevertheless, because of their close association in most cultures, they are often linked together. Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate independently.Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. Next, we give the criteria (standards) against what students will be judged and define what indicators we use to determine the “level” of competence. We consult The Developmental Progress of Infants and Young Children (3rd edn ). London: HMSO. ( Sheridan. M. 1995).

So, we began to think about teaching and asked ourselves why we don’t teach English by using more sport activities or musical activities. At last we provided student feedback in terms of levels of competence, talked with parents and adjusted teaching methods appropriately.

Why did we choose a classroom performance assessment?

1. Good for children;
2. Good for teachers Performance assessments have several advantages over other assessments.

These advantages are summarized here (Hambleton &Murphy, 1992; Linn &Gronlund, 1995; Oosterhof, 1994; Rudner & Boston, 1994; Shepard, 1991; Stiffins, 1994; Wiffins, 1990):

1. Performance tasks clarify the meaning of complex learning targets. Authentic performance tasks match complex learning targets to a close degree. When you present them to students and share them with parents, you make the learning goals clear through actual example.
2. Performance tasks assess the ability “to do”. An important school outcome is the ability to use knowledge and skill to solve problems and lead a useful life, rather than simply to answer questions about doing.
3. Performance assessment is consistent with modern learning theory. Modern learning theory emphasizes that students should use their previous knowledge to build new knowledge structures, be actively involved in exploration and inquiry through task like activities, and construct meaning for themselves from educational experience. Most performance assessments engage students and actively involve them with complex tasks. Many performance tasks require exploration and inquiry.
4. Performance assessments may be linked more closely with teaching activities. When your teaching requires students to be actively involved in inquiry and performance activities, performance assessments are a meaningful component.This is not an advantage of performance assessments if your teaching is primarily teacher directed or uses lecture style.
5. Performance tasks integration of knowledge, skills, and abilities. Complex performance tasks, especially those that p longer periods, usually require students to use many different skills and abilities. Portfolio assessment, projects, and research reports, for example, require a student to use knowledge from several different subject areas and many different abilities.
6. Performance tasks broaden the approach to student assessment. Introducing performance assessment along with traditional objective formats broadens the types of learning targets you assess and offers students a variety of ways of expressing their learning. This increases the validity of your student evaluations.
7. Performance tasks let teachers assess the processes students use as well as products they produce. Many performance tasks offer you the opportunity to watch the way a student goes about solving a problem or completing a task. Appropriate scoring rubrics help you collect information about the quality of the processes and strategies students use, as well as assess the quality of the finished product.

For teachers

1.  After doing this assessment, we both got some experience. As young children’s teachers, we are important decision makers and must plan the environment accordingly. Teachers, make it your first task to know your students better, for you surely do not know them” (Jean Jacques Rousseau in Ellis, 2001, p. 67). Today’s classrooms provide unique challenges for teachers. Teachers must know content matter as well as state standards. When we craft assessment for children, we should be considering many potential factors for children so as not to delay or hinder children’s development, while also discovering their problems and potential capabilities.
2. It’s difficult to craft a high-quality performance assessment, because good performance assessments should match complex learning targets. Teachers need to learn a significant number of skills to create high-quality tasks.For example, we used multiple intelligence in this assessment, so teachers must be familiar with this theory and use it in the classroom to assess performance of tasks. This means that educators should recognize and teach to a broader range of talents and skills. For students 1. Completing performance tasks takes a lot of time for the students. Most authentic tasks take days, weeks or even longer periods of time for young children to complete.
3. A student’s performance on a task very much depends on their prior knowledge, the particular wording or phrasing of the a task, the context in which it is administered, and the specific subject-matter content embedded in the task (Lane et al. 1992; Linn, 1993; Shavelson & Baxter, 1991). Conclusion In conclusion, I want to say that classroom assessment with naturally occurring task is more suitable to young children’s language learning than other kinds of assessment. However it still needs more work, especially in the development of appropriate rubrics. The teachers doing this type of assessment need to be educated in the knowledge and skills that are needed and also need to be patient. Yang and I had almost one week observation of all of these children.

Some of children learned from books. Some of children learned from the teacher. Some of children learned from conversations with each others.In conclusion, different children have different learning styles and all teachers should respect their different learning styles by providing different learning opportunities for every child. I hope that our assessment is a true performance style, and that more teachers will use this type of ongoing assessment as a way to improve both our teaching and our learning.

Reference

ANTHONYJ. NITKO. (1996). Educational Assessment of students. Pearson education, INC, upper Saddle River, New Jersey 07458. Brualdi, Amy C. Multiple Intelligences: Gardner’s Theory. 1996-09-00. (ERIC Identifier: ED410226).

Ran Hu. ; Michelle Commeyras. (2008). Assessment processes for emergent biliteracy in english and Chinese of a five-year old Chinese girl in the united states. CELEA Journal. Vol. 31.

No. 5, p68 Gardner, H. , ; Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

Sheridan, M. (1995) the Developmental Progress of Infants and Young Children (3rd edn).

London: HMSO. Dare, A. and O’Donovan, M. (1997) Good Practice in Caring for Young Children with Special Needs.

Leckhampton: Stanley Thornes. Kornhaber, M.

Gardner, H. (1993, March). Varieties of excellence: identifying and assessing children’s talents. A series on authentic assessment and accountability. New York: Columbia University, Teachers College, National Center for Restructuring Education, Schools, and Teaching. (ED 363 396)