It is only October and a little early for individual child assessments, but let’s talk about a few assessment issues before the holiday chaos is upon us.

In our program, we use the Lakemont Learning System (it is our own ‘curriculum’, copyrighted but not yet published). Lakemont’s philosophy on child progress assessment is that there is a need to discover and document the child’s strengths and needs so the strengths can be used to continue progress, to improve areas of need, and to be used by teacher and parent to devise a written plan for that progress.

Emphasizing and using strength to meet need is the essence of positive assessment. Child Progress Assessment is also an important part of teacher and curricular accountability. It is not just an assigning of grades or number rankings but it is the answering of the questions, “where is this child?” and “where does he go from here?

We use the Lakemont system of assessment we call OCDRP (OCKDRIP – like the children’s noses this time of year).

OCDRP is Observation (looking at each child’s behaviors, abilities, & attitudes with complete openness and honesty); Collaboration (conferring with trusted coworkers or administrators without giving them your opinions); Documentation (keeping records of your observations and the child’s accomplishments and needs); Referral (asking parent for permission/approval to invite a professional therapist to observe the child); and Planning (you and parent creating a plan of continuing progress or meeting of need that takes the philosophy of STRENGTHS MEET NEED).

Today let’s look at the issues that may color your feelings while observing and assessing children’s strengths and needs. Talking about OTHERING, BROTHERING, and MOTHERING.

Othering is viewing or treating a person or group of people as intrinsically different from and alien to oneself. We are human and othering is a human reaction to people (including children) whom we may consider ‘foreign’ or different from our own culture. If you are describing to someone a child you are concerned may have a need in ability or skill, and the first thing you mention is the child’s ethnicity, you are othering, and human though it may be, it is a form of prejudice that sneaks into your ability and desire to be completely fair and factual in your observations. Yes, some behaviors may be culturally influenced (making eye contact, for example) but using a child’s ethnicity as a basis for assessment is not ethical.

Brothering is assuming that a child’s behavior or ability will be similar to other family members you may have taught in the past. Upon receiving the class roster for the first time, a teacher may roll her eyes and say, “Oh, no! I’ve got another Bensinger!” Brothering is also a human reaction and emotion but it is unjust and totally unprofessional. Comparing siblings, cousins, children, or grandchildren because of a past experience or association is wrong.

Mothering is looking at the children you are observing/assessing as if you are the parent and not the teacher. Sometimes we make judgements based on our own values rather than on the values, customs, and systems of the children’s parents. We may look at the food they bring for lunch and how they eat it as below our own standards of nutrition; we may feel a child should be potty trained or weaned from pacifier or ‘lovey’ before the parent is ready to do this. We are NOT the MAMAS. We must put aside our own opinions and observe, assess, (and teach) without adding our own ideas of parenting.

So –

When observing and assessing, I know it’s hard. You have my blessing

Use naked truth, please. Do not color. Never Other, Brother, or Mother.