Assessment
in Early Childhood
There are many reasons why children undergo assessments; among
these is the desire to know how well children are learning, if they are making
progress and meeting proficiency benchmarks, and if they are being taught
effectively. Data from assessments provide valuable information for planning
whole-group and individualized instruction, for determining program quality,
and for communicating with others. Assessment practices encompass a range of
instruments and techniques including structured one-on-one child assessments,
standardized assessments, portfolios, rating scales, and observation.
Comprehensive assessment is based on information from multiple sources,
including measures that provide different types of information.
Progress
Monitoring
Progress monitoring is a term used to describe any of a number
of activities or approaches to data collection that focus on a child’s learning
over time and help to document and provide meaningful feedback on learning
outcomes. Progress monitoring measures, provide information about the level of
children’s growth in key skills, which helps to determine the support and
services each child needs to be successful. Currently, the majority of progress
monitoring tools target language and early literacy skills rather than all
domains of development and learning.
When teachers observe children in the classroom, they are
afforded unique opportunities to understand how to enhance classroom routines
and instructional practices. Gathering student observation data provides
teachers with opportunities to reflect on the classroom environment,
curriculum, and teaching strategies and to determine which aspects of the
classroom experience are working well for the children and which aspects might
be adapted to better meet children’s needs. For example, if the teacher
notices, through whole class observations, that many children seem to struggle
with self-management during free time she may decide to teach specific routines
to help children. These routines may be as simple as a guideline that you want children to do. Through systematic
observation of the whole class the teacher becomes aware of patterns of needs and
can respond appropriately.
Systematic observation is a promising
method for screening children to recognize and respond to their needs.
Observation allows teachers to record information about all areas of
development and to identify areas of strength as well as areas of need.
Additionally, because observation occurs in natural contexts and is
meaningfully connected to the routines, activities, and curriculum of the
classroom, teachers can identify children’s interests in order to adapt
curriculum and incorporate skill building into activities that are of interest
to the child.
Enjoy,
Nora Sierra
Early Childhood Assistant Principal
Discovery School
(504)221-7790
(504)221-7791(fax)
(504)9500-1720(school cell)
(504)9985-0732(mobile)
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