Examining Conceptual Framework
Part One: Conceptual Framework
The study research question is: What aspects relate to examining kindergarteners with standardized tests, which is a significant concern among stakeholders in a child’s education? Some believe kindergarteners should not be subjected to standardized tests at a young age. The conceptual framework examines factors influencing the need to abolish kindergarten testing and assessment.
Part Two: Narrative Explanation of the Framework
Teachers’ Opinions and Beliefs on the Standardized Test in Kindergarten
Assessment is an essential tool to examine students’ skills and knowledge. Kindergarten teachers express varying opinions and reactions toward testing kindergarten children. The conceptual framework for kindergarteners’ assessment and testing is based on the student’s test scores. It showcases teachers’ attitudes and perceptions of the kindergarten tests administered at an early age. Assessment tests are informative to the educators, guiding their teaching practices and strategies to ensure the learning needs of each learner are addressed.
Despite the federal law prohibiting standardized tests for kindergarteners, testing their readiness and skills is instrumental to their academic growth and development. Kindergarten education helps students establish fundamental skills needed to succeed in their grades. Teachers believe that administering English standardized tests to non-English speaking children victimizes them and makes them lack a sense of belonging and identity with the learning objectives (Bell, 2019). Also, children are less acquainted with the assessment technologies, which may alter their concentration on the learning concepts. The conceptual framework interacts with aspects associated with testing children and helps address the research problem.
The Accuracy of the Success Rates
The accuracy of the assessment scores and results has an important role in the academic journey of the kindergartener. Teachers should incorporate relevant and effective testing methods to ensure that all students are graded accurately to inform them of their strengths and weaknesses. Accurate scores also advise the teacher on strategies to improve students’ performances. Students with below-average scores require more attention from their teachers to move to a higher score. Teachers should work to ensure all students are at a standard level. The conceptual framework coordinates with all other aspects to ensure fairness and an accurate grading process. The score’s accuracy is also achieved through the consistency of the grading. If the scores are reported at the beginning, middle, and end of the year, the teacher should adhere to that. The success rate will be inaccurate if the scores are only taken twice in the year, for instance, at the beginning and end of the year.
Non-English Speakers Taking English-Only Tests
Non-English speaking children are administered with English-only standardized tests despite having little exposure to English language and materials. The testing materials benefit children from native English backgrounds, while the others feel underrepresented and unvalued, which may affect their scores. An alternative is providing the children with native language tests to boost their self-esteem and feel represented. However, native language tests would not standardize students, yet they cannot be used to grade learners in the learning levels (Mitchell, 2021). All students in any grade level should be assessed with a standardized test to categorize them in their specific learning level. English test assesses non-native English speakers’ language proficiency and increases their understanding of English.
The Pros and Cons of MAP and DIBELS Standardized Testing in Kindergarten Using Technology Only
Assessing kindergarten students using technological tools has merits and demerits for the teachers and the learners. Kindergarten students may not be exposed to technology. Hence, incorporating standardized tests with technology may foster stress and anxiety among the learners, which negatively influences their scores. Technical issues impede the testing process maty. The teacher may encounter connectivity challenges of device malfunctioning, which interfere with the results, leading to unreliability and inaccuracy of the scores. The structuring and development of the tests using technology may be inappropriate and fail to align with kindergarteners’ learning needs, affecting the reliability of the results. For instance, the test may be automated, giving students inadequate time to respond to one question or another. The test administering and results analysis may lead to added workload for teachers.
Technology has positive implications despite the challenges encountered in using technology in administering MAP and DIBELS standardized tests. The assessment process makes it more efficient for teachers to identify areas for improvement. Teachers can integrate intervention measures to address the learning needs identified by the technology. Technology also exposes students to an interactive atmosphere, encouraging students’ engagement in the test activities. Technology further supports data-driven decision-making processes due to minimal human error in score recording and analysis (Cushner et al., 2022). Teachers use the information collected to implement effective instructional strategies that address the learning needs of each student. Technology promotes automation of the recording of student’s scores, making it more accountable for the accuracy of the success rate. The conceptual framework helps educators appreciate the significance of technology in students’ testing and increases the accuracy and reliability of the results. Children’s parents and guardians can access their students’ scores without taking them from the institutions. Technology in students’ testing promotes collaboration among different stakeholders in the child’s education.
References
Bell, L. (2019, August 16). We asked K-3 teachers what they thought about switching literacy assessment tools. Over 400 told us. EducationNC. https://www.ednc.org/we-asked-k-3-teachers-what-they-thought-about-switching-literacy-assessment-tools-over-400-told-us
Cushner, K. H., Safford, P., & Cushner, H. (2022). Human diversity in education: An intercultural approach (10th ed.). McGraw Hill.
Mitchell, C. (2021, November 11). Should ‘English-only’ states test ELLs in their native languages? Education Week. https://www.edweek.org/teaching-learning/should-english-only-states-test-ells-in-their -native-languages/2019/03
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Instructions and my work are included in the attachment. I included the instructor’s comments on the low grade. Thank you. You can use my work or create a totally new one. Thank you
Examining Conceptual Framework
“11/30–Hello Rashonda, I am returning your assignment to you to continue working on it until it is complete. It is important to clearly articulate your research problem and why it is a problem, then select a theoretical framework or conceptual framework to explain the research problem and present the framework in graphic form. You can also create a conceptual framework using the literature and identifying relevant concepts regarding your research problem. I recommend that you visit the ASC and utilize their resources on conceptual frameworks and perhaps attend one of their group sessions. I have placed a zero in the grade as a placeholder and will replace it with your earned grade once the assignment is complete. Dr. C.””””