I like the distinction between testing and assessment. As a therapist, it mirrors that idea that we may have "baseline data," "treatment data" and "assessment data." The point isn't to focus on just one, or to focus only on the data, but to look at the whole picture. But without these data points, there is no picture to look at.
Number three didn't resonate with me as I think there was too much focus on assessment. Kids do learn through fun activities, play, and discovery. i don't personally think every activity needs to directly link to "assessment." I think it should link to an objective, but as a therapist working with students who have delays, sometimes that "objective" is just exposure at first.
While we use standardized tests 1-3 years, just using a subtest can be useful to look at progress over a year as it will show you how they compare to same aged peers. However, since we are mostly looking at delayed children's skills, I have found it very helpful to limit data collection to a smaller portion of my lesson so I can be more focused on my students when I am teaching. This is something I didn't always do and I ended up frustrated with how hard it is to teach and track data. I've tried using more technology based "assessment" but I have found that many students impulsively click without fully processing just to get it "over with." If it's something they really enjoy, like using a Kahoot to gather data, it's not always accurate either as they get excited and want to answer before others. These are all just considerations I would discuss with a new therapist.
Number three didn't resonate with me as I think there was too much focus on assessment. Kids do learn through fun activities, play, and discovery. i don't personally think every activity needs to directly link to "assessment." I think it should link to an objective, but as a therapist working with students who have delays, sometimes that "objective" is just exposure at first.
While we use standardized tests 1-3 years, just using a subtest can be useful to look at progress over a year as it will show you how they compare to same aged peers. However, since we are mostly looking at delayed children's skills, I have found it very helpful to limit data collection to a smaller portion of my lesson so I can be more focused on my students when I am teaching. This is something I didn't always do and I ended up frustrated with how hard it is to teach and track data. I've tried using more technology based "assessment" but I have found that many students impulsively click without fully processing just to get it "over with." If it's something they really enjoy, like using a Kahoot to gather data, it's not always accurate either as they get excited and want to answer before others. These are all just considerations I would discuss with a new therapist.