I think that we should assess the child as a whole by using
different types of assessments. A child behaves differently depending on where
they are at as well; therefore, if possible, we should be assessing the child in
each environment or at least different environments. We cannot choose just one area
to focus on when we assess a child because in different development domains
interplay with each other, for example, while running a child is using both
cognitive and physical development to run (Berger, K. S. 2018). Therefore we
should be using assessments that can assess each domain separately and together
as a whole. A child is not defined by simply one area but as a whole. I looked
up more about assessments in Thailand, I found that they do assessments by having
the teachers observe the children see how much of the subject they are
learning (
http://auathai.com/assessment).
According to this website, they do not use as many tests and assessments, but instead,
use observations. The observations are completed by all the teachers, and the
students own assessments as well (
https://algworld.com/progress_assessment.php/)
They consider many things in their observations, such as how often the student
attended, understanding the content, listening, studying, and many other
things. I think that the method they are using here is a better assessment then
having the child take a test; by using observations, they are able to see the
child as a whole rather then what is written on a paper. I know observations
can be a lot of work depending on how many children a teacher is supervising, but
in the end, I believe it is a good way to assess children as a whole.
Reference
Berger, K. S. (2018). The developing person through
childhood (8th ed.). New York, NY: Worth Publishers.
