 Under the course of trends and issues in early childhood education, today we are going to see inherent dangers in the practice of testing. Until we fulfill all the protocols of assessment, it may have some dangers or threats. So first of all, that is human error. Test administration as well as scores themselves are subject to both human and environmental error facts. If we do not fulfill all the protocols of assessment, then it may be a mistake on our part, which we will call human error. It may also be a mistake in making a test or in administering a test, or it is an environment where children cannot perform properly and we have understood that there are so many scores on our test. So there are so many types of human error, if teachers or assessment tools are being made, they are untrained, they do not know the rules or they cannot follow the rules when the test is made. So this means that we are inviting a lot of errors, so the results will not be authentic for us. Next is test scores are also subject to environmental factors. See what we are doing, a lot of environment is also influencing us. For example, if a child is under peer pressure, a child is under teacher pressure, or is very hot, it is cold, it is hot, or there is a noise, or there are other activities going on, then you know that small children get distracted very quickly. They are not able to pay attention to their test. Similarly, we said that the environment is not only here, what is happening to their ear gate. This is also an environment where the test is given. Whether they understand it or not, we have clearly given instructions to them. We have explained it well that what to do with it. If these things are not understood, then the test cannot be performed well. Then there is that test implementation in children may interpret test instruction and test items order. See, as I mentioned, the language barrier is the same with the children. Like those who do not know any language for them. Because their vocabulary is limited right now. And they only know the words that they speak or listen to in their atmosphere. It may be like the language of the test that they may not be able to understand. Sometimes it happens that we give some things in columns or in rows for the children to do. That after this question, you will ask this question, then there is a figure with it or such things. And the child did not understand that he has to go to the rows or he has to work in columns or he has to consider the picture with the text or what is the actual meaning of the text. So there may be a lot of problems with the implementation. And if you are giving instructions clearly, then also some children understand and some children do not understand. So there are a lot of things that can influence our authentic result. Now if we will use this result for the children to make an actual judgment that where they have to place them or which grade they have to give them or the standardized testing that we are testing, which grouping we have to do for the children, then that can definitely be wrong. So there are a lot of problems with formal assessment. Like we understand that formal assessment measures seldom inform us about children's rates of learning, modes of learning, styles of learning, and their problem solving, what are the advantages or disadvantages. We are getting to know that the children are solving the test. But how do they solve those problems? Have you ever seen a math problem that is brought in front of the child? So they sometimes calculate it in their mind. Some children are counting on their fingers, some children are using their own logic or trying to jumble up the words to get a good result. Then there are a lot of audio-visual materials that they can understand well. They can understand some language well. So everyone's learning style is different and the learning rate is different. Some people think it is a little slow. That's why they are not able to concentrate. You must have seen some children with short-term attention. They can listen to something with their attention. So when there is so much difference and so much diversity, then we have a formal assessment that you all know that your group is formed for a larger group. There are things like that for everyone. Now, when children are not the same, how can they perform? So there is a problem here as well. Then test, do not permit a divergence of problem solving path. As we said, we have solved the problem. But how did the children get to that problem? What is the use of the wire? What is the logic? What is the numbering? Did they explain the story? Did they explain the instruction? Did they explain the paper? What are the things in the paper? How did they get to this point? All these things do not tell us the assessment at all. We can just look at it and score that the question was right or wrong. Then viewing assessment and evaluation as separate from curriculum. A very big problem or disadvantage of assessment is that we have used the paper which is normally like we are saying that if it is a standardized paper and it is used on a large scale, then it has nothing to do with the curriculum. You know the curriculum as we have told you that these are all activities which are arranged for us in the classroom or outside the classroom. Now what did the children do in the classroom? How did the teacher teach them? What activities did they get? What things did they focus on? What concepts have they learnt? What are the things they do not know? Or what are the things they have learnt better? Whereas the improvement of the development, then the only thing is that we do not know this. Our standardized test is completely different from the curriculum. So this means that now the children will think about themselves and the curriculum that is taught does not have anything to do with it. So it is very important that the curriculum is aligned with your assessment. The things that the children are learning in the classroom will be asked again not to be given a standardized test with the help of which they can or cannot do what we have not done in the curriculum. So this is the most important thing that the curriculum has come. You must have seen an external exam. Students are saying, big students are saying that we did not study this. And this came in our exam. So this can happen with the children. There are many things that they cannot focus on in the classroom. And if they do not know or understand about them, then how will they solve the test? So what do we want? We want to do a good alignment in our assessment and in the curriculum so that we can escape from this.