The most common form of standardized assessment is a test created to measure the performance of students. However, with the advent of standardized testing, many schools become held accountable for the achievement of the students, as well as there has appeared pressure to emphasize academic skills and predetermined learning outcomes, as the early learning programs are not exceptions to the rule (Feeney, Galper, & Seefeldt, 2009, p. 83). Simulations and role-plays are common types of authentic assessment able to show the intellectual characteristics of the student that are significant. This type of assessment is much more effective, as it matches the necessary criteria for improving early learning education.
School readiness is described rather broadly: it is physical well-being and motor development, general knowledge, social as well as emotional development (Feeney et al., 2009, p. 116). However, the current trend in school readiness is tightly connected with early education (Supporting School Readiness Through Early Childhood Policy, 2011, para. 3). I do not agree with this trend, as the most important thing is a child’s mental readiness, it’s the basis for any childhood activities, it can help the child understand that education is an important part of life as well as help the child be social.
Career and Technical Education
Despite the fact that the Universal learning design is a relatively new discipline, it is one of the most important when it comes to modern education. As technology is everywhere today, the potential of the discipline has captured the attention and imagination of teachers, administrators and even policymakers (Edyburn, 2013, ch. 5). The CTE is considered a ‘bucket’ filled with knowledge on any aspect of education and the future career a student wants to pursue. It is also a common fact that students learn the best out of two worlds in CTE institutions, as they learn common academics as well acquire new skills that will help them to get through their life and become a specialist.
The question of whether the family engagement can help the children has only a positive answer. On the other hand, overly caring for the educational career of the child will not be helpful. As long as parents do not pressure children into being successful at school, but encourage them and help when needed, the family engagement will be harmonious. When it comes to family engagement that involves families as equal partners, it can be done right when starting small. Some expectations concerning family engagement may not be successful this is why many schools create a list of different opportunities for family engagement. Parent contracts are also used to outline an agreement between the school and the family (Smith, Kuzin, Pedro, & Wohlstetter, n.d., p. 20).
The goal of an educator is to encourage the growth of digitally literate learners who will have great contributions to the society of the twenty-first century (How to Use Technology to Enhance a Lesson, 2013, para. 3). There are many differences between the students in the classrooms, and the most important thing is recognizing and respecting their differences. Moreover, the technological advances of our modern time are instrumental in helping students to learn better as well as helping them to adapt to the fast-growing technological environment they are growing up in.
Edyburn, D. (2013). Inclusive Technologies: Tools for Helping Diverse Learners Achieve Academic Success [Content Ashford Version]. Web.
Feeney, S., Galper, A., & Seefeldt, C. (2009). Continuing Issues in Early Childhood Education (3rd ed.). Upper Saddle River, NJ: Pearson Education.
How to Use Technology to Enhance a Lesson. (2013). Web.
Smith, J., Kuzin, C., Pedro, K., & Wohlstetter, P. (n.d.). Family Engagement in Education: Seven Principles for Success. Web.
Supporting School Readiness Through Early Childhood Policy. (2011). Web.