Authentic Assessment Is The Measurement Of Intellectual Accomplishments That Are Worthwhile, Significant, And Meaningful

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:

Assessments for young children can be inappropriate because young children change and grow quickly. Their emotional, social, and physical development can change in just a matter of months. "Misuses of assessments for young children have been documented (Meisels, 1987, 1989, 1993; Shepard, 1991, 1994). Excessive use of standardized tests is especially inappropriate (National Association for the Education of Young Children, 1987). Standardized achievement tests alone cannot fulfill the major purpose of assessment in programs for young children. Those purposes are: instructional planning and communicating with parents, identification of children with special needs, and program evaluation and accountability". (Hills, 1992). Other children who's

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Assessment frameworks are the way in which a child is assessed to see whether they have any particular needs, what they are and how we can help them be met. It is useful in deciding whether a child has reached expected milestones. Assessment frameworks may be summative or formative. Formative assessments are used to check progress and helps us to consider learning opportunities needed to progress. The ongoing observations we do of children are formative assessments. They inform the next steps of the childs learning. Summative assessment provides staff with information about the attainment of knowledge and is usually measured against a benchmark or standard. For example, the EYFS assessment which is done toward the end of the reception year. This “sums up” all the different information from

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.

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

The purpose of an Activity Based Assessments is to combine evaluation of a child’s play through curriculum. Educational activities are planned, so they will provide useful information that can help guide and improve the program, so activities can be planned specifically for the needs and development of the children. Through activity based assessment children’s social interactions, developmental skills, learning styles and behaviors are all evaluated through their play. (Curtis, 2015)

Physical and personal – Teachers are given guidance as to how they should assess and carry out reviews for the children, so that they can monitor their development correctly.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

At the kindergarten level, this movement has been met with significant debate as teachers negotiate the balance between traditional developmental programming and the current academically-driven curriculum. Central to this debate is teachers’ uses of assessments to measure and communicate student learning in relation to these curricular orientations. In practice, in every school kindergarten, teachers face the challenge of finding assessment strategies that serve multiple purposes across curriculum orientations.

The early childhood are the most vital time for learning, therefore observations, assessments, planning and evaluation are an important part of the curriculum for children’s

Assessments for children who are deaf or hard of hearing require certain accommodations in order to achieve the goal of obtaining adequate information based on the child’s skills and learning disabilities. In selecting the appropriate instruments for measuring these areas, one must be aware of these accommodations and must understand that there are certain criteria to be met for effective administration and test results. This review focus’ its attention on the matters of guidance and accommodations, score interpretation, and subtest selection in assessing children who may be deaf or hard of hearing. (Reesman, Jennifer H., Hughes-Wheatland, Roxanne, Kalback,

While authentic assessment typically takes more time to plan and execute, Johnson & Grant (1995) believe that authentic assessment is worth the effort. “Authentic assessment is not as simple as grades but is far more accurate and productive” (p. 98). Authentic assessment is the best way to show a clear picture of each student. Rather than a file folder full of letter grades and test scores that show one facet of a multifaceted child with multiple intelligences, authentic assessment strives to display student achievement in multiple

validity of the instrument (EAT) in terms of facility discrimination, distractor indices among others. The current senior high school curricula require that a considerable number of assessments be administered in the instruction process to facilitate quality teaching. The present senior secondary school curricula demand that variety of assessments be carried out in the course of instruction to guide effective teaching. In the apprehension of the relatively limited instruments for measuring students’ achievement in Economics at the High School level, educators specializing in the subjects have maintained to devise assessment tools for appraising students’ achievement in the subject. However, observations reveal that those teacher-made

Authentic assessment is anchored on the theory of constructivism. This theory emphasizes that learning occurs when learners are actively involved in a process of meaning and knowledge construction (Burke, 1999). Constructivist teaching provides authentic activities and is situated in a real world environment. The learning and assessment situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the “real world”. Likewise, primary sources of data are used in order to ensure authenticity and real-world