Early Childhood Assessment Paper

Chapter two discusses various theorists that helped to mold and shape early childhood education to where it is today. There are several different theorists that contributed to the development of early childhood education. Some of these theorists include Alfred Adler, Jean Piaget, Lev Vygotsky, and John Dewey. Each theorist developed a unique theory that has caused early childhood guidance and education to flourish like it has today. Without learning and building on these theories, early childhood guidance and education would never develop or change. The chapter explains how some theories may seem strange to the contemporary families, but these theories are the foundation of how early childhood education got to where it is today. The book goes

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

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

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

As a practitioner our main responsibility is to monitor and assess children’s learning and development so

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

The North Carolina Pre-Kindergarten Program, formerly known as More at Four, is geared towards bettering the lives for At-Risk 4-year-old children. Exposing children to an early learning experience that will promote a positive learning environment to ensure Kindergarten readiness is what drives the program. Upon arrival, each child is screened using the Brigance 4-year-old tool to assess and determine the child’s developmental skills and abilities. According to the text, “Classroom tests and assessments play a central role in the evaluation of student learning. They provide relevant measures of many important learning outcomes and indirect evidence concerning others” (Miller, Linn, Gronlund, pg. 139). While many educators and families

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

The primary types of assessment are formative and summative assessments. Formative assessments take the form of

Teachers need to collect assessment information using multiple sources of information to get a more comprehensive view of the children. By using diverse forms of assessments teachers are able to gain more information, thus having a more complete view of the child. Different assessments will yield results that will expand on what you have previously learned about the child.

Lisa grew up in Ohio with an older sister, a younger brother and both parents. Her mom stayed at home, while her father who was an alcoholic, moved the family around for his numerous jobs. She describes her father as verbally abusive and her mother as one who never expressed her feelings and hid her emotions. Additionally, due to them moving constantly, she was never able to develop lasting relationships. Academically, she was an “A” student and financed herself through college, despite her father’s disapproval. She holds a Bachelor’s in Biology and is a Certified Gifted Special Education Teacher. She got married at 25 and was unable to conceive after 8 years of multiple fertility treatments and surgeries. Eventually, they adopted a 5-week-old

When referring to assessment in the early childhood arena, providing evidence of a child's learning is vital. In order to provide this, an extensive range of methods are used to identify childrens abilities.

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.

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

Part of the requirements of being a teacher is to assess students’ growth over each lesson, unit and year. During the past two week, I have had the opportunity to research different types of assessment that helped me clarify if I was using the right tools to evaluate the students. I read about diagnostic assessment that is use before a lesson to measure learning progress over the duration of a program (Assessment, 2014). Formative assessments are in-process evaluations of student learning that are typically administered multiple times during a unit (Assessment, 2014). It also gives the teacher feedback on where is the student comprehension of the material. Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period (Assessment, 2014).