What people need to understand is that the test alone cannot be used to test on the school’s capability or score in a given class. Teachers should also look at other objectives that can be used instead of the test. The tutors should subject the schools to playing, as it is the backbone of every activity taking place within a student. For the optimal study of a young student play gives them a chance to optimize their creativity in the process of the development of their imagination, emotional, physical and cognitive abilities. Through play schools get the ability to interact with the world at a tender age, they get the chance to investigate the unique nature of the new things the world pose to them at the same time they get the chance to practice adult roles as they copy and play out what adults do at the young age.
Through this children get the ability to conquer their fears and pursue what the school presents to them. In the mental and cognitive development spheres schools usually develop decision making skills when allowed to play (Bourdieu, 2002). As they are approached with a multitude of tasks to handle and responsibilities both to the parents and their friends the schools are at most times caught at a cross road on where to give their loyalty hence at this point the schools get to learn how to make good choices. Another benefit of play to both the schools and the teachers is that it enables the teachers to see the world in the same vantage point as the students.
When the teachers joins in to a play with the student or even just watch the schools play they learn a lot about their schools and hence become able to understand them much better, and to award them score depending on how each is organizing his or her play. This also helps build lasting relationships between the teachers and the student this also help the schools know how to relate with their teachers. Play and watching schools driven play aid the teachers in finding out better modes of communication between the student and the teachers and it also increases the effectiveness of this form of communication (Hymes, 2004). Most non verbal schools express their views, the frustrations they experience through play this enable a more concrete understanding of the schools when awarding them grades.
Considering this topic, the particular tests cannot be used classified as either absolutely valid or actually invalid; rather validity is a matter of degree and is strongly dependent on the specific uses to which test results are applied. A test that is valid for one purpose may be invalid for another. Reliability and accuracy are necessary but not sufficient prerequisites for valid test (The Communicative Approach to Language Teaching, 2009). The test cannot be reliable and consistent in the estimates it pro-vides without well-serving its intended purpose. Test developers, as noted above, do not have standard content and empirical review procedures for detecting multiple measures of school performance.
Test scores measures are intended to provide alternative means to demonstrate proficiency, rather than herding all the schools into the same chute. However, in the design of the current policy guidelines, the term test has been changed to mean non cognitive measures (Dick, 2000). The term test scores has now survives as description for test for students with special needs, either intellectually, or perhaps of non-English language backgrounds. The use of the test scores to evaluate the performance of a given school is not considerable, since the students are always influenced by some things. These include what they learn in school, the student’s innate and what they learn in school. Therefore, the school has only a control over one of the three factors. The teacher’s difference between the expected score of the students depends on the teacher’s efforts.
In conclusion, the test cannot be used to measure good will, curiosity, creativity, judgment, ethical reflection, irony, imagination, initiative, nuance and conceptual thinking. What they can measure is based on particular facts and functions, isolated skills, unique content knowledge and least significant and interesting learning aspects.