Connecticut Preschool Assessment

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

. Sometimes it can be useful for a second person to assess a child as observations can be very subjective. It is also useful to use a wide variety of methods of assessment. Things need to be recorded according to what is exactly happening and should not be interpreted according to the assessors point of view.

I assess my students at regular intervals. Every time I ask a question to an individual or to a class I am assessing their knowledge and understanding.

Provides a Systematic Method for observing children. It assists teachers, and parents in assessing individual skill development.

The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development.

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.

The 1980s brought a new reform movement in education, accompanied by a new emphasis on testing. The effort to improve education at all levels included the use of standardized tests to provide accountability for what students are learning. Minimum competency tests, achievement tests, and screening instruments were used to ensure that students from preschool through college reached the desired educational goals and achieved the minimum standards of education that were established locally or by the state education agency. As we continue in a new century, these concerns have increased.

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

According with the National Association for the Education of Young Children "NAYEC' on Early Childhood Curriculum, the reason of doing an assessment and Programs evaluations is to make decisions about teaching and learning, identify concerns, and help programs improve their education and developmental interventions.

As I was reflecting on my own early childhood, I couldn’t think of a specific time where I had to take a test. The reason I probably don’t remember this is because a lot of the assessments we are given as young children are informal. A teacher or parent is never going to say to a young child, “Ok honey, I am going to have you take this test,” because that is just too stressful for them. Towards the end of the chapter there were seven guidelines to follow when assessing young children. Specifically, guideline number three caught my attention, “…Be sure that the child is familiar with the environment when conducting an assessment” (Hardin & Wortham, 2016, p. 49). Throughout all my experiences with assessment, being comfortable in the situation and environment in which I am being tested has helped tremendously. I know that in my classroom, I will do my best to make sure each student feels comfortable, has the materials they need, and prepared for their

8. Standards are learning goals that students should know at the end of the grade level they are in. Assessments should be used to ensure that all students are meeting each learning goal. During the assessment, if a student is struggling, the teacher may need to reteach some topics to the child. 9. Assessment is important because then the teacher knows if their students are excelling in some areas but need help in others. Assessment’s essentially tell teachers which areas they need to reteach or cover more. 10. Authentic Assessment in Kindergarten, is monitoring student progress using effective strategies, tools, and ideas. This type of assessment can be carried out in kindergarten by using checklists, rubrics, portfolios, and many other tools to help them monitor students’ progress.

As a future elementary educator, I know that there are various methods for assessing students. In my opinion, assessment should vary depending on the age group being assessed. Students throughout elementary school learn in different ways and develop different levels of thinking as their learning progresses. A kindergarten student does not learn material in the same manner as a fifth grader; therefore, assessments should fit the objectives and goals of the students and also project their level of thinking and learning. I want to teach fourth or fifth grade students, so I will discuss the variety of assessments I will use, why I seek to use them, how I will incorporate them in my classroom, and weight their importance in my evaluations of

There are several kinds of assessment carried out during a student’s learning. These include the placement assessment, formative assessment, and summative assessment. Learners coming into the kindergarten class are often given a pre test or a placement assessment to evaluate what the learner may already know or think about content that is to be

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.