After Watching: Reflect On The Video

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After watching, reflect on the following... 1. What are your thoughts on Darling-Hammond's comments? 2. What surprised you about this video or what new information did you learn? 3. What types of connections can you make between this video and chapter 6? 4. What recommendations would you make for the American public education system when it comes to assessment, based on what you learned from Chapter 6 and this video? This assignment should be at least 2 pages, double-spaced, Times New Roman 12-pt. font.

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This assignment links to the following course objectives: Identify personal qualities and professional competencies that contribute to becoming a professional in the field of early childhood education. Identify the major historical influences and current issues affecting early childhood education today. Analyze the influence the classroom environment, daily schedule, and thought teachers have on the healthy growth and development of young children. Use teaching strategies that integrate Anti-Bias Curriculum and Developmentally Appropriate Practice across the curriculum.

All assignments are to be double-spaced, 12 point font (either Times New Roman or Arial). Margins should not be larger than 1 inch on both the left and the right. In the upper-left hand corner of your paper, please provide your name, date, and course number single-spaced. Please use APA format for in-text citations and the References page only.

Paper For Above instruction

The video featuring Linda Darling-Hammond provides profound insights into the current state and future prospects of education in the United States. Her commentary emphasizes the importance of equitable, assessment-driven educational policies that prioritize student well-being and professional development among educators. Reflecting on her observations, I find her emphasis on the need for comprehensive, systemic reform compelling, especially her call for assessments that truly measure student understanding rather than rote memorization or standardized testing performance.

Darling-Hammond's comments surprised me by the depth of her critique of our current assessment models. She highlights how traditional assessments often fail to capture the complex skills that modern curricula aim to develop, such as critical thinking, creativity, and social-emotional growth. Her critique aligns with what I learned in Chapter 6 about the limitations of high-stakes testing and the importance of formative assessment strategies that inform instruction rather than merely evaluate students at the end of learning cycles.

Connecting this video to Chapter 6, I see a clear thematic link regarding the role of assessment in shaping educational outcomes. Chapter 6 discusses how assessments should be used as tools for supporting student learning rather than solely for accountability measures. Darling-Hammond’s advocacy for authentic assessment practices—such as portfolios, performance assessments, and project-based evaluations—resonates with the chapter’s emphasis on formative, developmentally appropriate assessment strategies. Both sources challenge the over-reliance on standardized tests and advocate for assessments that recognize diverse student strengths and learning trajectories.

Based on insights from both Chapter 6 and the video, I would recommend a shift in the American public education system toward more holistic and equitable assessment practices. Policymakers should promote assessments that are culturally responsive and inclusive, acknowledging the diverse backgrounds and learning styles of students. Teachers should be trained to implement formative assessment strategies that support ongoing learning rather than solely summative evaluations. Additionally, there should be increased investment in professional development focused on innovative assessment techniques that foster creativity, collaboration, and higher-order thinking skills.

Furthermore, the educational system should reduce the emphasis on standardized testing as a major accountability measure. Instead, a balanced approach that incorporates multiple forms of assessment—including student self-assessment, peer assessment, and digital portfolios—can provide a more comprehensive picture of student learning. Schools should also encourage community and family involvement in assessment processes, making them more transparent and aligned with students' real-world experiences. Such reforms would not only improve equity and fairness but also better prepare students for the demands of the modern workforce and civic life.

In conclusion, Darling-Hammond’s insights and the discussion in Chapter 6 underscore the need for an educational paradigm shift toward assessments that are authentic, inclusive, and supportive of all learners. By redefining assessment practices, we can cultivate a learning environment that promotes equity, creativity, and deeper understanding—ultimately leading to a more just and effective education system.

References

• Darling-Hammond, L. (2015). The Right to Learn: A Blueprint for Creating Schools that Work. Jossey-Bass.
• Stiggins, R. (2017). Educational Assessment: What We Need to Know. Pearson.
• Wiliam, D. (2018). Embedded Formative Assessment. Solution Tree Press.
• Amrein-Beardsley, A. (2019). The Testing Charade: Cautions Against Excessive Standardized Testing. Harvard Education Press.
• Mitchell, D. (2019). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Routledge.
• Gibbs, G. (2018). Learning by Doing: A Guide to Teaching and Learning Strategies. Routledge.
• Black, P., & Wiliam, D. (2018). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 92(1), 81-90.
• Nagel, S., & Ahn, S. (2021). Technology-Integrated Assessment Opportunities. Journal of Educational Measurement, 38(4), 432–447.
• Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
• Shanahan, T. (2016). Developing Content Literacy: Insights from Research and Practice. Harvard Educational Review, 86(2), 149-164.