No More Worries!

image Our orders are delivered strictly on time without delay

Paper Formatting

  • Double or single-spaced
  • 1-inch margin
  • 12 Font Arial or Times New Roman
  • 300 words per page

No Lateness!

image Our orders are delivered strictly on time without delay

Our Guarantees

image

  • Free Unlimited revisions
  • Guaranteed Privacy
  • Money Return guarantee
  • Plagiarism Free Writing

Snapshot of where children are with regard to their development and learning

S​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ummative assessments can offer a measurable snapshot of where children are with regard to their development and learning, providing data that helps target the needs of each individual child and scaffold learning to the next level. Some common summative assessments include the DRDP, kindergarten readiness assessments, and end-of-the-year assessments administered at certain grade levels that measure a child’s academic performance. However, it is the responsibility of every early childhood professional to not only be knowledgeable about summative assessment but also evaluative about the roles, use, and impact of this type of testing on young children, their families, and teachers. To Prepare for This Discussion Consider what you have learned about how children develop and learn as well as effective and reflective practice related to observing, documenting, and assessing young children. Then review the following resources: Weinstein, A. (n.d.). Testing in kindergarten: The realities and the​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ dangers. Education.com. https://www.erikson.edu/wp-content/uploads/Testing-in-Kindergarten_Meisels_Education.pdf Vargason, D. (2019, July 9). Making sense of early childhood assessment – Four things to consider. Teach. Learn. Grow. https://www.nwea.org/blog/2019/making-sense-of-early-childhood-assessment-four-things-to-consider/ Moyer, M. W. (2020, April 17). Early education is more demanding than ever, and experts have concerns. The New York Times. https://www.nytimes.com/2020/04/17/parenting/early-childhood-education-demands.html By Wednesday of Week 4 Post your response to the following: What is the role of summative assessments for teachers? For young children? For families? What are some of the benefits and what are some risks when expectations for development and learning are based on summative assessments? Considering a child’s point of view and/or a family’s, what do early childhood professionals need to be aware of when giving and sharing the results of summative ass​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​essments?

Sample Solution

Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can't thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001). They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum's working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996). This survey frames George Miller's verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit Length of outright judgment The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized. This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack's tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956) Pieces and lumps Mill operator alludes to a 'digit' of data as need might have arisen 'to settle on a choice between two similarly probable other options'. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps. Mill operator recognizes pieces and lumps of data, the qualification being that a lump is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can differ generally (Miller, 1956). Anyway it's anything but a straightforward instance of having the memorable option enormous pieces right away, fairly that as each piece turns out to be more recognizable, it tends to be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are 'recoded' and appointed to lumps. Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In down to earth terms visual momentary memory is frequently utilized for a relative reason when one can't search in two spots without a moment's delay however wish to look at least two prospects. Tuholski and partners allude to transient memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001). They likewise feature the way that mental capacity can frequently be unfavorably impacted by working memory limit. It means a lot to be sure about the ordinary limit of momentary memory as, without a legitimate comprehension of the unblemished mind's working it is hard to evaluate whether an individual has a shortfall in capacity (Parkin, 1996). This survey frames George Miller's verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the exploration forward-thinking and representing a determination of approaches to estimating momentary memory limit. The authentic perspective on transient memory limit
PLACE AN ORDER NOW

Price Calculator

Subject:
Type:
Pages/Words:
Single spaced
approx 275 words per page
Urgency:
Level:
Currency:
Total Cost:

12% Discount

image

  • Research Paper Writing
  • Essay Writing
  • Dissertation Writing
  • Thesis Writing

Why Choose Us

image

  • Money Return guarantee
  • Guaranteed Privacy
  • Written by Professionals
  • Paper Written from Scratch
  • Timely Deliveries
  • Free Amendments