Educational Assessment

Paper Summary:

In this article, the writer introduces, discusses and analyzes the topic of educational theory. Specifically, the paper analyzes the meaning of the terms "authentic assessments," "excellence in education," "No Child Left Behind," "educating the whole child" and "education that makes a difference." The writer points out that each of these terms is highly relative to today's educator. The writer explains that they are terms used in theory related to theories practiced in the classroom environment. Thus, the writer maintains that understanding the terms is vital to a student of education or educational leadership.

From the Paper:

"Educating the whole child is an idea that took root in the early 20th century and is making a comeback in education. The educational model is conducted throughout the child's education - from kindergarten through high school, and recognizes the child is a complete being, with spirit, mind, and body, and each item must be addressed in the educational model. The model attempts to educate the "whole" child - heart, head, and hands, by offering education in a variety of areas, from academics to art and practical, hands-on activities. The children are encouraged to play as well as study, to help develop fully rounded personalities and ideas. Teachers also use storytelling, fairy tales, and other folk art as models for teaching and involving the children in the exercises. Educating the whole child is often used in private schools, and has not caught on in many areas in the public center. It is based on principles developed by Montessori and Waldorf, who both created their models in Europe in the early 20th century."

Sample of Sources Used:

• Editors. (2007.) Ism book. Retrieved from the Ismbook.com Web site:http://www.ismbook.com/intellectualism.html 17 March 2007.
• Gur-Ze'ev, I. (1999). Knowledge, violence, and education. Retrieved from the Encyclopedia of philosophy in education Web site: http://www.vusst.hr/ENCYCLOPAEDIA/main.htm 17 March 2007.
• Waghid, Y. (2005). Action as an educational virtue: Toward a different understanding of democratic citizenship education. Educational Theory 55 (3), 323-342. doi:10.1111/j.1741-5446.2005.00006.x http://www.blackwell-synergy.com/doi/full/10.1111/j.1741-5446.2005.00006.x

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