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Assessing Chinese kindergarten child...

Chu, Huimei,

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Assessing Chinese kindergarten children in New York City /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Assessing Chinese kindergarten children in New York City // Huimei Chu.
作者:	Chu, Huimei,
面頁冊數:	1 electronic resource (157 pages)
附註:	Source: Dissertations Abstracts International, Volume: 55-11, Section: A.
Contained By:	Dissertations Abstracts International55-11A.
標題:	Linguistics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9414420
ISBN:	9798535580791

Assessing Chinese kindergarten children in New York City /
Chu, Huimei,

Assessing Chinese kindergarten children in New York City /Huimei Chu. - 1 electronic resource (157 pages)

Source: Dissertations Abstracts International, Volume: 55-11, Section: A.

The Structure of Intellect: Screening for Learning and Thinking Abilities is a standardized test used by New York City to screen primarily kindergarten children for potential learning problems or giftedness. It has been translated into four other languages--Spanish, Haitian Creole, and Chinese (both Mandarin and Cantonese). This study used interviewing methods to investigate how 30 Chinese children responded to 20 tasks drawn from three of nine subtests--Spatial Relations, Vocabulary, and Sequencing Verbal Information. The study addressed three primary questions: (1) What are the linguistic and cognitive demands made by selected tasks in SOI? (2) How do these demands differ in the English and Mandarin versions of these tasks? (3) How do Chinese children respond to these tasks? The study uncovered two major problems with the linguistic and cognitive demands of the tasks: (1) the basic format--deictically anchored oral language related to a complex array of visual images--was too demanding for children of this age, and (2) the tasks forced children to continuously change the criteria they used to formulate a response. The study uncovered numerous ways in which the English and Mandarin versions of specific tasks differed. For example, in the vocabulary subtest the target responses in the Mandarin version consistently drew upon a literary register that is unfamiliar to young children. The study uncovered a rich variety of responses on many of the tasks. Many children were able to offer good reasons for their selection of distractors; they were also able to make good arguments against the choice of certain target responses. At the same time, the study uncovered little evidence that the children who selected target responses did so for reasons envisioned by the test maker. Standardized tests in early childhood education have been controversial because of their impact on individual children and on early childhood education curricula. This study offers insight into the difficulty of using such tests, especially with children from another linguistic and cultural background. Hence it recommends that such tests not be used in early childhood education and that alternative ways of assessing children (e.g., portfolios) be actively explored.

English

ISBN: 9798535580791Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

special education screening

Assessing Chinese kindergarten children in New York City /
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520 $a The Structure of Intellect: Screening for Learning and Thinking Abilities is a standardized test used by New York City to screen primarily kindergarten children for potential learning problems or giftedness. It has been translated into four other languages--Spanish, Haitian Creole, and Chinese (both Mandarin and Cantonese). This study used interviewing methods to investigate how 30 Chinese children responded to 20 tasks drawn from three of nine subtests--Spatial Relations, Vocabulary, and Sequencing Verbal Information. The study addressed three primary questions: (1) What are the linguistic and cognitive demands made by selected tasks in SOI? (2) How do these demands differ in the English and Mandarin versions of these tasks? (3) How do Chinese children respond to these tasks? The study uncovered two major problems with the linguistic and cognitive demands of the tasks: (1) the basic format--deictically anchored oral language related to a complex array of visual images--was too demanding for children of this age, and (2) the tasks forced children to continuously change the criteria they used to formulate a response. The study uncovered numerous ways in which the English and Mandarin versions of specific tasks differed. For example, in the vocabulary subtest the target responses in the Mandarin version consistently drew upon a literary register that is unfamiliar to young children. The study uncovered a rich variety of responses on many of the tasks. Many children were able to offer good reasons for their selection of distractors; they were also able to make good arguments against the choice of certain target responses. At the same time, the study uncovered little evidence that the children who selected target responses did so for reasons envisioned by the test maker. Standardized tests in early childhood education have been controversial because of their impact on individual children and on early childhood education curricula. This study offers insight into the difficulty of using such tests, especially with children from another linguistic and cultural background. Hence it recommends that such tests not be used in early childhood education and that alternative ways of assessing children (e.g., portfolios) be actively explored.
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