Function of a Child's Environment Essay

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If the child's needs are not met at home or at school -- for example, if he or she is a traumatized recent immigrant from Haiti or lives in a food insecure household in the inner city -- the child may not be able exhibit the maximum extent of his or her ability.

Even children who are accustomed to testing can experience environmentally-related problems. In fact, children who are already classified as special needs or learning-disabled may be all too familiar with assessment, and bring an assumption that they are 'stupid' or incompetent to the process, even before the assessment begins. "Facet-based instruction centers around the idea that students, faced with a problem situation, apply preformed ideas from previous experiences or construct ideas and reasoning to make sense of the situation," including ideas about themselves (Facet-based instruction, 2010, the Hunt Lab). The assumptions that students bring to the testing environment about their own competency can affect their receptivity to the assessor and have a negative impact upon test performance.

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Talking to the child about his or her beliefs about how the test will go and trying to circumvent preexisting beliefs such as 'I know I'm going to fail' may result in a more accurate test scores. The test administrator can explain that the test is designed to help, not to punish the child. The assessor must present the instrument as a tool of discovery, even a source of fun, to the child with test anxiety or pre-existing assumptions. The purpose of the facet-based assessment is "not to prove students right or wrong, but to encourage students to support their beliefs with reasoning and to see where there are contradictions between their observations of what does happen and their explanations or interpretations as they attempt to make sense of the world," including their own assumptions of failure. (Facet-based instruction, 2010, the Hunt Lab).....

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