Building a Comprehensive Assessment System for Early ...downloads.pearsonclinical.com/videos/EC_Building...Attends to language during conversations, stories, songs, and poems. •

Building a Comprehensive Building a Comprehensive Assessment System forAssessment System for

Early Childhood ProgramsEarly Childhood ProgramsGloria Maccow, Ph.D.

Assessment Training Consultant

2 | Copyright © 2013. All rights reserved.

ObjectivesSelect assessment measures to

1) make decisions about teaching and learning for all children;

2) identify and implement appropriate interventions for individual children; and

3) determine the effectiveness of interventions.

Factors to ConsiderFactors to Consider


Comprehensive System


Areas for Instruction and Assessment

(National Association for the Education of Young Children; The WSS)

Social-Emotional Development

Approaches to Learning

Cognitive Abilities

Language and Literacy

Mathematical Thinking

Scientific Thinking

Social Studies


Let’s Look at LanguageDevelopmental Area

What should children know and/or be able to do?

How do we know a student knows it and/or can do it?

Listening Develop skills in listening

• Attends to language during conversations, stories, songs, and poems.

• Comprehends increasingly complex and varied vocabulary.

• Comprehends different forms of language such as questions or exclamations.

• Comprehends different grammatical structures or rules for using language.


Let’s Look at LanguageDevelopmental Area

What should children know and/or be able to do?

How do we know a student knows it and/or can do it?

SpeakingDevelop skills in expressing thoughts and ides.

• Engages in communication with others.

• Uses language to express ideas and needs.

• Uses increasingly complex and varied spoken vocabulary.

• Uses different grammatical structures for a variety of purposes.

• Engages in story telling.• Engages in conversations with

peers and adults.


Assessment Methods


Speaking by Age/GradeAge 3 years

• Speaks clearly enough to be understood by most listeners.• Follows rules for conversation. • Uses expanded vocabulary and language for a variety of purposes.

Kindergarten• Speaks clearly and conveys ideas effectively.• Uses rules for conversation and discussion.• Uses expanded vocabulary and language for a variety of purposes.• Begins to present knowledge and ideas.

Grade 3• Uses conventions of standard English when speaking.• Follows agreed-upon rules for discussions and adjusts language to

match context.• Uses expanded vocabulary and language for a variety of purposes.• Presents knowledge and ideas effectively.

Developmental Appropriateness


Assessment Methods


Observational Assessment

The Ounce Scale Birth - 3:6

Personal connections, Feelings about Self, Relationships, Communicating, Exploration, Movement

The Work Sampling System (WSS)

PreK - Grade 3

Personal & Social, Language & Literacy, Language & Literacy for ELL, Mathematical Thinking, Scientific Thinking, Social Studies, Arts, Physical Development, Health, and Safety

TOOL AGES/GRADES AREAS ASSESSED


Document Child’s WorkText placed here


Observe with IntentionalityFocus on Maria’s speaking.Maria is 3 years old.

– Record one thing you saw.– Record one thing you heard.

Write your observations in the chat box.


Checklists & Rating Scales

Social Skills Improvement System (SSIS)

3:0 - 18:0 Social skills, Problem Behaviors



Prosocial BehaviorsThink of the children in your classroom. Who does and who does not

– communicate and cooperate with others.

– initiate and sustain conversations/ interactions with others.

– exercise self-control.

– show concern for others.

(Elliott & Gresham, 2007)


3

333

3

3333

3


Norm-Referenced Tests

Developmental Indicators for the Assessment of Learning-Fourth Edition (DIAL-4)

2:6‒5:11 yrs.Motor, Language, Concepts, Self-Help, Social



DIAL-4

0000 Learning Lane

Ms. Kx

English

Susie Cue

Susanne Cue000-000-0000

Mary JonesLearning Center

2011 9 152006 4 3

5 5 12


31

272179

1

xx

x

xx

654115

38

1069784

95

x

xx

384519

53

6456

5733

105102

10393

xx


Approaches to Learning

1

x xCan understand most of what she says.

Check and ConnectCheck and Connect


Speaking by Age/GradeAge 3 years

• Speaks clearly enough to be understood by most listeners.• Follows rules for conversation. • Uses expanded vocabulary and language for a variety of purposes.

Kindergarten• Speaks clearly and conveys ideas effectively.• Uses rules for conversation and discussion.• Uses expanded vocabulary and language for a variety of purposes.• Begins to present knowledge and ideas.

Grade 3• Uses conventions of standard English when speaking.• Follows agreed-upon rules for discussions and adjusts language to

match context.• Uses expanded vocabulary and language for a variety of purposes.• Presents knowledge and ideas effectively.

Developmental Appropriateness


Observe with IntentionalityFocus on Maria’s speaking.Maria is 3 years old.

– Record one thing you saw.– Record one thing you heard.

Write your observations in the chat box.

How do we know children are How do we know children are mastering developmentally mastering developmentally

appropriate skills?appropriate skills?


Analyze Data

Data Set 1Data Set 1


3

333

3

3333

3


What do the Data Indicate? Teach Prosocial Skills

1. Listen to others2. Follow the Steps3. Follow the Rules4. Pay Attention to Your Work5. Ask for Help6. Take Turns When You Talk7. Get Along With Others8. Stay Calm With Others9. Do the Right Thing

10. Do Nice Things for Others

(Elliott and Gresham, 2007)


Listen to Others


Listen to Others


Listen to Others


Listen to Others


3

454

5

5545

5

Data Set 2Data Set 2


Provide Effective Instruction

Objectives

– Students will identify letters of the alphabet.

– Students will name letters of the alphabet.

(Bracken Concept Development Program)


School-Wide Screening Letter-Naming Fluency

(AIMSweb)


AIMSweb – Test of Early Literacy

Universal Screening


Targeted InterventionTargeted Concept

Aa

Name: _______________________________________

A a

(Bracken Concept Development Program)


• Target Skill

• Materials Needed

• Presentation– Tell

– Show

– Do

– Practice

Develop Lesson Plan


Effect of Intervention

Building a Building a Comprehensive Assessment Comprehensive Assessment

Program Program


Analyze Data


Assessment SystemPurpose of Assessment Assessment Instrument(s)

Make decisions about teaching and learning for all children.

Identify and implement appropriate interventions for individual children.

Determine effectiveness of interventions.

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