Testing, Testing...1 , 2 , 3

Assessment is the gathering of information to make an informed decision; it is an integral part of most early childhood programs. At the elementary level, children in some school systems can spend up several weeks a year completing state and or district assessments, and in some schools, they spend even more time in test preparation activities to ensure that the more prioritized assessments have more outcomes that are favorable. Does it have a purpose, this question has been asked and educators have tried to answer. They have suggested that appropriate assessment systems can provide information to highlight what children is able to do and what they know. However, inappropriate assessments for young children can run the risk of generating insufficient information for the tester and undue pressure for the child. At a young age, I was not good at being assessed, sometimes I was too nervous, sometimes I had a high fever the night before, I placed myself under pressure; performance anxiety. Although ongoing assessment is important for young children; how often it is conducted and the preparation time should be structured in a way that will allows the child no extreme pressure.

The country I have chosen to focus on is Japan, working in the schools in Japan I see first-hand the types of assessments used for children. It is important to note that in Japan, illiteracy is considered a disgrace and 100% of Japanese are literate. The Japanese schools are structured on high levels of competition; excessive competition for university entrance examinations, the existence of "crammies," and deterioration of academic performance. Japanese children have large amounts of knowledge but lack ability to learn and think by themselves and apply their knowledge. The children are focused on the group and lack individual motivation.

In 2000 Japan reduced the school number of days spent at school from 6 days per week to 5 days per week to foster greater "zest for living."

When I think of intelligence, I think of the whole person and what they are able to achieve, looking on the person individually and not as a group of individuals. Are the students particularly good at drawing or art, do we structure tests more arts based then math based as a means of assessment?

Source

Tyson, M (2006). Japan's Assessment of Japanese Education. Retrieved February 15, 2013 from  http://mabryonline.info/papers/pdf.

Stress

One of the worst natural disasters to hit Japan was an 8.9 magnitude earthquake in March 11, 2011. The quake -one of the largest in recorded history, triggered a 23-foot tsunami that battered Japan's coast, killing hundreds and sweeping away cars, homes, buildings, and boats. In addition, the tsunami led to a nuclear accident that forced tens of thousands of people to evacuate the region around the Fukushima Daiichi Nuclear Plant. Transportation and tourism in Eastern Japan were affected for several weeks following the earthquake due to power shortages and damage to infrastructure, but all major airports, train lines and expressways were reopened within two months of the disaster.

Because of the disaster some parents choose to relocate to other prefectures in Japan, having been affected by the tsunami, many had to start over. I had the experience of meeting a young girl who started her junior year in one of the Junior High schools which I worked in. Her name was Aina Nakamura, she was 11 years old she when I met her in September of 2011 she looked frail and lethargic, I shared my concern to the English Teacher after which I learnt of her story of being a tsunami survivor. Aina had missed 6 months of school since the disaster and was placed in a special class; this is where I was able to speak with her and where she shared her story. “It was a scene from hell,” her eyes red with tears. “It was beyond anything that we could have imagined.” She recounted her story about her fears of her parents being missing, as she was not collected from school until the following day. She wondered about her friends, family and neighbors, when she returned home the following morning, she found it reduced to its foundations, and heard faint cries for help. She said her father went to investigate and came back with a woman cold, wet and shivering. She said she was thankful to be alive.


Through many grief counseling sessions, support from her parents and teachers I can remember Aina one year later from the date that I initially met her, she was vibrant and full of life, Aina smiled and greeted me cheerfully in our first class back from the summer vacation.

I found an interesting article on the relief efforts for the survivors of the earthquake. Many ordinary Japanese unaffected by the tsunami and nuclear disaster felt sympathy for the victims . The Japanese tendency towards self-restraint, or jishuku, came back in force after the disaster. People were cutting back on everything from shopping trips to hanami parties to view the spring cherry blossom. Even though the tsunami traumatized many people, both physically and psychologically, receiving warm-hearted support from friends and strangers has helped many people deal with this disaster. The earthquake and the warm-hearted support provided people with a chance to consider the meaning of one’s life as an effective technique for coping with stress.

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