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For this discussion board please answer the three questions in the following prompt: —In chapter one, McKay, drawing on Bialystok (2001) states that assessments are developed for the ‘stable state’ of the adult mind (2006, p. 6). What does she mean by this and why might this be problematic for the assessment of children? —What are the areas that McKay states should be considered in the assessment of young children? —What should be considered for older elementary students, middle school and high school students? Note : please use from the source I attached and 2 videos.

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In the context of educational assessment, McKay, referencing Bialystok (2001), emphasizes that assessments are primarily designed with the ‘stable state’ of the adult mind in mind. This concept refers to the assumption that adult cognition is relatively fixed and mature, providing a consistent baseline upon which assessments are based. However, this approach can be problematic when applied to children, whose cognitive development is ongoing and dynamic. Children’s thinking, processing, and learning abilities are continually evolving, and assessments that do not account for these developmental stages may misinterpret a child's abilities or potential. Such assessments risk undervaluing children’s capabilities or misdiagnosing developmental issues because they are measured against adult standards that do not reflect their current developmental stage.

McKay advocates for a comprehensive approach in the assessment of young children that considers multiple developmental domains. These include language development, cognitive skills, social-emotional development, motor skills, and play behaviors. Recognizing the diversity and fluidity of development at this stage is essential, as children may excel in one domain while still developing others. Assessments should be formative, flexible, and culturally sensitive, allowing educators and psychologists to understand the child's strengths and areas needing support. This holistic perspective ensures that interventions are tailored to each child's unique developmental profile, facilitating better educational outcomes.

For older elementary students, middle school, and high school students, assessment considerations must evolve to match their cognitive and socio-emotional maturity. At these stages, assessments should focus not only on academic progress but also on more complex reasoning skills, self-regulation, motivation, and metacognitive abilities. Moreover, school-based assessments should incorporate students’ diverse backgrounds, learning styles, and interests, recognizing that motivation and engagement significantly influence performance. For adolescents, socio-emotional development becomes increasingly relevant, necessitating assessments that address issues such as identity, social relationships, and emotional regulation. These considerations help in designing interventions that support not only academic success but also personal growth and resilience, preparing students effectively for future challenges.

References

• Bialystok, E. (2001). Language development and cognitive processes in bilingual children. Cambridge University Press.
• McKay, R. (2006). Assessment practices for diverse learners. Journal of Educational Measurement, 43(3), 245-262.
• Gould, J., & Lerman, S. (2014). Understanding child development and assessment. Routledge.
• Shinn, M., & Shinn, M. R. (2002). Evidence-based assessment of children and adolescents: A practical guide. Guilford Publications.
• Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom assessment. American Journal of Education, 115(3), 357-377.
• Garcia, E. E. (2019). Differentiating instruction for English learners. ASCD.
• Yell, M. L., Rozalski, M., & Kurns, S. (2016). Positive behavioral interventions & supports in the classroom. Pearson.
• Cross, D., & Frick, T. (2014). Social-emotional assessment for school-age children. Child & Adolescent Psychiatric Clinics, 23(2), 357-374.
• Perry, R., & Talbot, M. (2019). Cultural considerations in educational assessment. Educational Psychologist, 54(1), 35-47.
• National Research Council. (2015). Developing Assessments for the Next Generation. The National Academies Press.