Assessment Strategies

It is an important part of a practitioner’s job to observe and assess children in order to establish where a child is at with regards to their development, health and well being and if they require extra support. The factors that need to be taken into account when assessing development are:

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

1.1. When assessing development some factors need to be taken into account one of these is confidentiality, this means that you will need permission from a child’s parents/carers before doing observations, also when information is wrote down about a child is important that it is kept in a safe place were only the relevant people can access it. Also making sure that information about a child is only shared with parents/carers or colleagues and professionals that have the right to know. Another factor to take into account is a child’s wishes and feelings, this means to take into account the child’s wishes when doing an observation or assessment. The child may not want to be assessed at

4.Conduct assessments that describes the children’s ongoing systemic, formal, and informal progress to assist the teacher in planning appropriate activities that responds to each child’s strengths and weaknesses.

The Practice Guidance for the Early Years Foundation Stage sets out detailed formative assessment suggestions. It recommends that all practitioners should:

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

Standard #3: Observing, documenting and assessing to support young children and families. Q1.-In your opinion what are some important uses of assessment? Why do we need to assess?

P-1.5-We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children's learning and development.

The assessments that she used are teaching strategies Gold and Summary of Developmental Progress and Planning Report.

According to Tompkins, assessment involves four steps. The stages of assessment are planning, monitoring, evaluating, and reflecting. The planning stage begins at the same time the teacher is planning for instruction. Teachers think about the needs of the students and choose assessment tools accordingly. Tompkins advices that teachers should plan assessment before teaching to use the correct assessment tools. By monitoring student progress, teachers can use the results to impact instruction. Teachers should use observations, anecdotal notes, conferences, and checklists to monitor the progress of students. Stage three is evaluating students’ learning by using work samples, rubrics, and multimodal assessments. Lastly, teachers should reflect on their methods of instruction to improve their effectiveness. The method of using conferences to monitor student to monitor their process, set goals, and help them solve problems. Tompkins mentions six different types of informal and formal conferences where students meet with the teacher to check on their

Evidence needs to be authentic and actually related to the performance of the learner being assessed and not that of another learner instead.

1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: