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What Barriers Are There to the Use of Diagnostic Evaluation?

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Submitted By gjones1908
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What Barriers Are There to the Use of Diagnostic Evaluation?

Gunning mentions three perspectives of evaluation on page 26 of the text. These perspectives include self, collaborative others, and society (Gunning, p.26). In addition to these perspectives, three barriers are also mentioned that arise when discussing the use of diagnostic evaluation. They include; The primacy of norm-referenced tests; Too much testing and too little assessment; A lack of teacher involvement in the assessment process. Although I feel all are in some way prevalent in Georgia, the one I feel is most prevalent is “Too much testing and too little assessment.” If you were to ask me this question five years ago, I would have answered differently. The I.T.B.S. (Iowa Test of Basic Skills) was the focal point of all testing in Chatham County. Today we do a combination of the Stanford, the GCRCT (Georgia Criterion-Referenced Test), and the Georgia Writing Test. The Stanford is a norm-referenced test whereas the GCRCT is a criterion-referenced test. The norm –referenced test compares the students taking the test to a norm group of students and is used by the county to see how we, Chatham County, and/or the State of Georgia, did compared to the rest of the testing population. The GCRCT , being criterion-referenced, shows us, the teachers, what standards each individual students have mastered (Gunning, p. 24-26). Today I feel we do a much better job of balancing the norm-referenced and the criterion-referenced tests. As far as teacher involvement, I feel that there are many opportunities for teachers to become involved in the assessment process. I actually went to Atlanta for 2 weeks to develop test questions for the 4th grade Science GCRCT. Teachers may need to help themselves to become more involved in the assessment process. My students are given the 5th Grade Writing

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