Ongoing Assessment Paper

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

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

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

As an Early childhood, Educator. I am required to administer a developmental screening to all students within 45 calendar of enrollment. When I was doing my observation for the course ECE 221. I could see in the pre-school class, how the teacher was assessing, a three-year-old child using” The Early Screening Inventory-Revised”. To start with this assessment,

After reviewing the third-party quality endorsement systems the tool that I am most familiar is the Early Childhood Environment Rating Scale-Revised Edition and Infant/Toddler Environment Rating Scale-Revised. Our program uses these tools to assess process quality in our early childhood program. One of the areas that the tool helps to assess is the classroom interactions amongst staff, children, parents, and other adults. The purpose of this tool is to assist program “to provide care and education that will permit children to experience a high quality of life” (UNC, p. 1). This tool helps programs to find what are their strengths and areas of improvement. For example, in our program as a team we review

During my Self-Assessment test that I took on Goddessflight.net and Humanmetrics.com it score me as an Extravert, Intuitive, Feeling/sensing and Judging/perceiving. Taking the assessment tests help me understand what job market would be great and how well I fit in with people when I get to work with them. Upon hiring they would like to see how well you work because they would like to see how well you work together.

With the results of the developmental screening done to the children, teachers and parents meet for two conferences. The first conference is to establish specific goals for each child, and the second to evaluate the child’s progress in the individual goals and the class lessons. Teachers also make two home visits to each family to bring educational materials, to work on the children’s goals, and to teach the parents how to work with those materials to

I have always wondered how much of the information and knowledge that nurses obtain through their training is usually used in practice. It seems as though the higher you attain academically, the “mundane” assessments that we all had to master in Physical assessment will become obsolete, but needless to say that they are the first inclination or hunch that will pop up in our head as we try to determine a course of action in a clinical situation; those skills and the process becomes our foundation and we build on it; I believe that the “back and forth “ to the bathroom was an acquired assessment of basic nursing that became even more relevant to you as a practitioner. This underscores how critical of a role it plays in our daily decision

When teachers think about standardized instruments that have been developed to collect specific information for example the criterion references assessment that describes a child developmental level and progress according to a prescribed set of skills, tasks, and activities. Also, Early Childhood Inclusion embodies the values, policies, and practices that support the right of every infant and young child and their families, regardless of ability to participate in a broad range of activities. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access offering multiple ways to promote learning and development. Also, participation using a range of instructional approaches to promote engagement in play and learning a sense of belonging for every child. And Support refer the opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

Understanding quality is essential for creating meaningful change inside afterschool programs. According to the Afterschool Alliance, a wide variety of research ranging from quantitative studies and polls to qualitative reports and field observations has corroborated the need for afterschool enrichment (Afterschool Alliance, 2011). The results from such studies have created a platform for measurements in afterschool programs, which are generally known as best practices. Since research has identified the areas of focus, the aim of this analysis is to find out what practices are currently being implemented in childcare afterschool programs and how should best practices be integrated to enhance the quality of their program’s design, delivery,

Assessments are used to develop and monitor IEP goals. Data is tracked and school officials are able to determine if the IEP goals are being met or if the goal is appropriate for the student. Every teacher is responsible for the success of every child. A common differentiation tool in Reading and math classes are small group activities. If students are performing proficiently within a skill, the skill will be re-taught in small groups. The school also has set intervention times in which students are placed into groups by their academic weaknesses. East Elementary also engages their students in tracking their own progress. Students create leadership notebooks where students archive work samples and track their own data. In Kindergarten, skills are assessed bi-weekly. Teachers are responsible for Response to Intervention. Students who are in RTI and struggling with growth will be assessed every week to make sure growth occurs. Teachers have significant flexibility in their discretion for integrating technology into their lessons. Upper grade teachers usually prefer technology based assessment tools while lower grade teachers usually conduct individual

Today in early childhood education, there are not only standards; there are content standards, performance standards and early learning standards (Feeney, Galper, & Seefeldt, 2009) all of which play a role in program design and curriculum implementation. There is a big push in the last few years for “school readiness” and programs are struggling to find a balance between curriculum that meets this goal while also focusing on the importance of play and following the child’s interests and understanding their abilities.

You have a client who shows signs of depression. You choose, is this a child or adult?

Assessing the program will permit the program to find out if they are providing students a developmentally appropriate environment that supports school readiness and social-emotional development. Also we will assess if the program is educating parents on the importance of social-emotional development and school readiness.

According to our textbook Student Teaching, “High quality always suggests something that goes beyond the ordinary.” In order to determine the quality of a preschool program and classroom setting, we were asked to evaluate a preschool classroom using the Early Childhood Environmental Rating Scale. Like the PAS evaluation and the ITERS evaluation, the ECERS helps us to evaluate quality also. The ECERS evaluates the quality within a classroom and allows us to determine if the classroom setting provides high quality and it also helps us to determine any areas within the classroom that may need improvement. Below is my reflection on my ECERS evaluation of the 4 year old program/room I chose to observe.