The test has to be comprehensive and user-friendly in such a way that it provides the teachers with a flexible, valid, and reliable ongoing assessment of school readiness skills. The developmental sequence develops from the known to the unknown, whereby the teacher starts assessing from what the child knows and delves deeper into what the child does not know, yet he or she should have knowledge of it. This enables the teacher to understand the functioning and progress of a child, their weaknesses, and strengths, which are instrumental in setting individualized instructional goals. Teachers can continually administer this test to the child as they progress through each level in order to measure and report their progress over a period. This links the on-going criterion-referenced assessment to Bringance Inventory of Early Childhood Development in schools.A Bringance Test definitely manages to measure what it intends to measure, which is particularly to evaluate and monitor the progress of children who are functioning below the developmental age of seven years. In order for the teachers to provide the child with the necessary support to overcome their areas of academic difficulties, it is imperative for them to know the exact areas where a particular child has weaknesses or strengths, and where he or she needs guidance and support. A Bringance Test enables a teacher to know the learning progress of each child in the classroom, and as such, uses the information in improving and enhancing the learning experience of the children to enable gain more from education. Furthermore, a teacher gets to know the weakest child in a classroom, and the areas in which they have a weakness, thereby come up with strategies that will enable these students to improve on their weak areas and be at par with the rest of the children in class (Jacobson, Mulick & Rojahn, 2007). On the other hand, teachers get to know the areas where some of the children have strengths, and as such, build on them to enable them to flourish with academic excellence as they go through the learning process.
Brassard, M. & Boehm, A. (2008). Preschool Assessment: Principles and Practices. New York: Guilford Press.
Bringance, A. (1999). Brigance Diagnostic Comprehensive Inventory of Basic Skills. North Billerica, MA: Curriculum Associates, Incorporated.
Essa, E. (2013). Introduction to Early Childhood Education. Stamford, Connecticut: Cengage Learning.
Jacobson, J., Mulick, J. & Rojahn, J. (2007). Handbook of Intellectual and Developmental Disabilities. New York: Springer Science & Business Media.
Polis, D. (2009). Kindergarten Assessment: Development of a New Measure. Ann Abhor: ProQuest
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