 Now we are going to see becoming informed users of assessment techniques and information. How can we become informed users of assessment? So first of all we have to select only tests that have demonstrated validity. It is important to determine that test mayors what it purports to Maya. Validity means that the test that has been made for that, it should be passed on to someone else. Not to any other thing. For example, if you want to test a child's intelligence and you have put the vocabulary difficult, now your test is ruined, it does not have validity because you are going to see their intelligence which is mostly seen through problem solving. You are giving him such a vocabulary that he is not able to understand or his whole focus is on vocabulary and he is trying to understand the words. So, that is why there are many such tests that were removed from the language barrier. That is, we tell them that they are free language tests in which the language barrier is not there. Only things can be seen with the help of faces. Similarly, if you want to see how children do comprehension, how they understand things, then even there, if you are giving a tough vocabulary, then the children will not be able to understand. That is, the test that is made to measure the thing, it should be focused. Then our test will be valid and we have to use a valid test. Select only tests that have reliability. Likewise, just like validity, our next protocol is that it is reliability. That is, the score of our tests is almost the same. Like we administer it on clientele, our results should be the same. It is not that today the child is taking 75 marks on that test, tomorrow he takes 35 and tomorrow he takes 95. This does not happen. That is, if a child is judged above average, then he should be consistently above average on that test. So, it ensures that the information gathered from the assessment results are not spurious. That is, there should be no good or bad results in that. It should be known that the number of the children or the things that they know, they can really perform in that test in the same way. Such tests are not reliable that the children's latent traits, i.e. the potentials they have in them, cannot be brought in front of them. So, they should be brought in front of them. Many times, the tests are such that we are measuring a single subject. But we have given the test in such a way that the children are showing another trait there. So, the real trait we had to measure, we did not focus on it. So, the child who has a slight weakness should come out. If I have given the test to the children for problem solving, and my language is difficult or my instructions are not very clear, and the children are not able to solve the problem, and I mean that if they do not know, then this can be our mistake. So, be sure findings are consistent. So, when we are talking about reliability, then we understand that our findings should be consistent. i.e. every time they are the same. Consider readiness test results as only one source of information to assist with appropriate curriculum planning. Look, you should also understand that your placement test or readiness test, like the child came towards the school, and you have taken the test of whether you have to enter it or not, or whether you have to keep it in which grade or not, then that alone test will not be enough. Once you have done their assessment, the child must have been preparing for 6 months from the year to the year. He must have been learning it since he was a child. And you decide in 10 minutes or 12 minutes that you do not place the child here, or that you do not have to give him admission. This is not ready. Or you have taken a big readiness test of an international level, a standardized level, and you have given it to your child. And you did not care that his context or his culture does not match with him, then this would be a huge mistake. That is why we want to place the readiness test of the child so that we can assess him in many ways. And do it many times. To see that if he could not perform once, then do it next time. If he could not do it in one subject, then do it in another subject. Let him get familiar with the context, let him support it a little, let him get familiar with it with himself. Do you know that small children do not know how to behave with strangers? They cannot even talk there. Where should they give the full test and perform it well? So, our readiness test should not be of the same standard. In fact, we have to include many other things. We will tell you what else we can do. Never use test scores as the sole basis to determine placement. So, what we are saying is that the placement whether you want to keep the child or not, or which grade you want to keep, then do not give it time. Try to perform it well. If you have a talent or potential, then you can bring it out. It is possible that we are sitting for the first time as a setup. I have a lot of experience that when a nursery child goes for a test, then there are many things like keeping a telephone, a panel for the child, like an interviewer's panel. They ask what is this? Tell them what is this? Tell them what is this? The child has seen that. The child has also seen that. But at this time, the attention is not on the child. He is seeing who is sitting with the new faces. What kind of behavior are you doing with me? Do I have to talk here or not? Is anyone listening to me or not? Where is my mother? Where is my father? He is in a very weird, embarrassing situation. He is in a situation of timidness. He cannot tell the names of those things. You think that he has never learned and you say that he has denied the child's position or his placement. This is a very wrong way. You have been doing this in your childhood. You are denying their rights. So gather assessment information about children on a regular basis. We want to collect data from children on a regular basis. If they cannot perform at one place, they should be given a chance again and again. In fact, there should be some questionnaires that are from the parents on how your child behaves in which place and when. Parents can be believed on that. If they say that this is a good activity in the family, then you should be believed on that. Secondly, you should give the child a chance at different places. For instance, we give them a readiness touch and instead of that they should have a mock presence. They should come to the school every day to be familiar with the children. You should see their performance and their readiness. In the same way, children can be kept on a regular basis so that you can assess their behaviour in a good manner. Whether the child is capable of this or not.