Children with Different Learning Needs

Children have different ways of learning. Some children learn through pictures or images, others through sounds and music, others use words and writing, others learn in groups and others prefer to learn alone. With the different abilities to learn our children have, why should we only focus on one form of measuring the child learning capacity? I strongly believe that children should not only be assesses through standardize test. Children grasp and make connection to the information given in different ways. Children should be asses depending on how they learn. We need to provide our students with the correct resources for them to be able to succeed. According to Berger (2006), “three factors facilitate increases in knowledge base: past experiences, current opportunity, and personal motivation” (p.384).

 Mexico uses the National Assessment of Academic Achievement in schools. This type of assessment has too many objectives that make it unfeasible to follow (OCED, 2012). Education in Mexico is fragmented. While over 90% of children in Mexico attend primary school, only 62% attend high school. Only 45% finish high school. After high school, only a quarter passes on to higher education (Rama, 2011). I am sharing with you some of the problems education in Mexico faces. Educational Evaluation and Assessment in Mexico Strengths, Challenges and Policy Pointers Student assessment There is a need to change the culture of teaching Teaching to the test is prevalent across the school system There is an excessive reliance on multiple-choice tests The National Assessment of Academic Achievement in Schools (ENLACE) has too many objectives Teachers have a narrow approach to teaching and formative assessment Marking practices lack pedagogical significance Instruments for reporting marks need further improvement Student assessment leads to little interaction among teachers There is a lack of consistency of student assessment across schools and classes There are limited capacities at the state and local levels to support classroom-based assessment Making assessment inclusive for students remains a challenge Teacher appraisal There is currently no shared understanding of what constitutes good quality Reference Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers. OECD, (2012, November). Reviews of Evaluation and Assessment in Education: Mexico published. www.oecd.org/edu/evaluationpolicy. Rama, A. (2011, April 13). “Factbox: Facts about Mexico's education system.” Retrieved November 17, 2014, from http://www.reuters.com/article/2011/04/13/us-mexico-education-factbox-idUSTRE73C4UY20110413!