By: rwmilleretown

rwmilleretown — Tue, 03 Sep 2013 10:32:21 +0000

Although I refer, in the case of SBLAC, to teachers and their students as opposed to developmental psychologists and babies, the point is still the same. I have found it difficult for teachers to develop standards-based assessments for the most part. If the task is to perform a simple operation with numbers or to develop a complete or proper sentence, isolating a particular skill within the context of a larger set of skills has proven difficult, indeed. I have discovered that the majority of teacher colleges do not prepare teachers to create their own assessments. This has improved greatly within a few programs, most notably at Michigan State University. However, the ability to isolate skills for instruction and assess those individual skills in formative and summative assessments is generally weak across the board.

By: Robby Y. Erickson

Robby Y. Erickson — Wed, 28 Aug 2013 17:30:49 +0000

A full developmental assessment is a very intricate and time-consuming task. A GP should be able to do a few basic tests and should learn the “feel” of a normal or abnormal baby, but full assessment is best left to those with the skills, the training and the time. If the delay in walking is isolated with no other developmental delays noted, the only investigation required is a creatinine phosphokinase level. If cerebral palsy is suspected, the child may very occasionally need brain imaging to identify the extent of damage or to rule out very rare or potentially treatable causes such as tumours.

Comments on: The Educators’ Guide to Skills-Based Learning and Assessment Curriculum – 6: Crawl, Walk, Run

By: rwmilleretown

By: Robby Y. Erickson