The time to learn.

I just scheduled the date for our son to have his annual test required by NC.

I would assume the point of an EOG (End of Grade) Test is to establish what has been learned. Or at least establish evidence of some sort of learning. The trouble is, while I can see great strides in my sons learning, I doubt much of it will show up on the standard test.

We use the Woodcock Johnson test, while it has flaws, the biggest appeal to us is; Dude thinks it is fun. The only real skills tested are in reading, writing and math.

Over the last year The biggest areas I have noticed Dude learning:
To accept what life throws at him more
The ability to notice doors need held for others
Willingness to pitch in and work when work needs done
Greater focus when completing tasks
Longer memory for lists of chores
Ability to amuse a toddler without causing trouble
Voluntarily heading out to help carry in groceries
And most importantly - The ability to 'aim, and the habit of flushing at least 75% of the time!

These things are hard to test, and harder to 'quantify'. But in many ways of so much more importance than any academic skill. I can't say what 'level' of competence he has in any of the above. How could I even begin? Shall I start marking down every time I need a door opened and count what percent he managed to open it without me asking? Is it good enough if he has to be 'looked at'? And what is the average range for a kid his age any way? Considering Dude's personality I am VERY happy with his greater acceptance, but it still barely meets his younger sisters ability. Shall I label him 'remedial'?

That would be down right silly, yet since we can measure academics, we are quick to label. When looking at a chart of skills a baby can have, the list and range of normal only gets bigger as the months go on. Yet when they reach 'school age' the 'experts' start narrowing down the list, selecting a few choice skills that 'they' are certain all children will need - even if the skills would really only get used in a classroom.

Books, and websites, for parents are quick to point out that children sometimes 'focus' on one skill almost to the exclusion of others. For example a child learning to walk may stop adding new words for a week or two. A child learning to talk on the other hand my stop using their spoon. We accept this for infants and toddlers. Yet again when they get to that 'official age' we expect a year of growth the be a year of added academics. The exact same academics that other children of said age learn.

It would be a bit silly to ask an infant to learn exactly the same set of new animals in one month that you asked another. So why do we not find nearly the same requirement silly when a kid is 8?