Cd 38 chapter 11 pp revised oct 2016

Chapter 11: Assessment: An Essential

Component of Effective Early Childhood Programming

Planning and Administering Early Childhood ProgramsTenth Edition

Nancy FreemanCelia A. DeckerJohn R. Decker

Prepared by:Nancy K. Freeman

Tere HolmesKris Curtis

Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

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Responsible AssessmentCharacteristics of responsible assessment:• Assessment is designed to benefit children and

families• Instruments and data use are tailored to a specific

purpose• Assessment practices are collaborative• Assessments are developmentally valid• Assessment is closely connected with the local

program’s goals(NAEYC, 2001)


Video Clip-The Essential Role of Observation and Documentation in Early Childhood

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Purposes of Assessment•Promoting children’s learning and development

•Identifying children’s specialized instructional needs

•Determining program effectiveness•Making policy decisions


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Assessment that Promotes Children’s Development and Learning

•Developmental Screening: is a brief, relatively inexpensive standardized procedure designed to quickly assess a large number of children to identify those who should be referred for further assessment

• Intervention Services: Involves screening and diagnostic testing


Assessment that Promotes Children’s Development and Learning (continued)

Formative Assessment: •Determines children’s progress meeting program goals and objectives and informs teaching and learning

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Authentic Assessment• Begins by identifying learning objectives• Is designed to determine if children demonstrate identified competencies

• Is conducted in the natural environment where children are learning and living


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Observations•Focus systematically on one child or a small group of children–Naturalistic observations focus on regular day-to-day activities○Recorded as anecdotal records or running records–Structured observations bring children into a planned environment○Recorded through event sampling (conditions

preceding or following a specific behavior) or time sampling (tallying a specific behavior while its occurring).


See Video Clip - Clearing Your View: Staying Objective in Observation

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Exercise : Objective vs. Subjective Statements

Review the following statements and determine if you would give the statement a S (for subjective-i.e., an opinion) or O (for objective-factual):______Jumped 18 inches______Very Smart______Nice boy______Grabbed the toy and said “Mine!”______She’s a challenge ______Counted to 8______Called someone a bad name_____ Clapped to the “Bingo” song_____ Enjoyed music

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Exercise: Objective vs. Subjective Statements-Answers

__O___Jumped 18 inches__S___Very Smart__S___Nice boy__O___Grabbed toy and said “Mine!”__S___She’s a challenge __O____Counted to 8__S___Called someone a bad name__O__ Clapped to the “Bingo” song__S___ Enjoyed music

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Objective Observation Activity-Start The Day in Circle Time Video Clip

• Carefully watch this video clip and record exactly what you see

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Objective Observation Activity/Exercise • List 3 brief statements (based on a circle time

video clip) that are objective/descriptive.• List 3 brief statements (based on a circle time

video) that are subjective & an interpretation.• Next, find a partner and give each other feedback

regarding your statements.• Lastly, we will share responses as a group.

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Additional Data Collection Strategies

•Interviews with children and/or families•Collections of children’s work samples•Standardized Tests–Criterion References Tests: Performance compared to established standard–Norm References Tests: Performance compared to behavior/ performance of others


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Ethical Use of Standardized Tests•Assessments should only be used for their intended purposes

•Assessment instruments should meet acceptable levels of quality

•Assessment instruments should be used only if children will benefit from their use


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Curriculum/Criterion Based Referenced Assessments

•High/Scope Child Observation Record•The Work Sampling System (WSS)•The Creative Curriculum Developmental Continuum

•Assessment, Evaluation, and Programming System (AEPS)

•The Early Learning Scale (NIEER)


Video Clip-Camden City Public Schools on The Creative Curriculum for Preschool and GOLD

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Types of Records•Background information– Includes information from families including past school experiences, medical records, etc.

•Performance records–Documents children’s learning–Takes the form of log entries, anecdotal notes, checklists, rating scales, work samples including portfolios

•Referral records-Documentation of needed referrals

•Summary records-Summarizes & interprets primary data


Reflection

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• Conducting factual observations is. . .

• My favorite observation method is. . .


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Three Kinds of PortfoliosDisplay Portfolio:–General descriptions and illustrations of what children do in the classroom

Showcase Portfolio:– Illustration of a child’s “best” work

Working Portfolio:–Documentation of an individual child’s progression of learning and skill development


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Advantages of Extensive Record Keeping

•Teachers make more informed decisions•Helps to illustrate child progress•Communicates to children and families that learning is important

•Provides evidence of effectiveness•Helps teachers determine effectiveness of teaching practices


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Reporting Assessment Information•Commonly used tools for Reporting children’s progress○Informal Reports○Narrative Report Letters○Individual Conferences


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Assessment that Evaluates Program Effectiveness & Guides Policy Decisions

•Formative program assessment provides information about how well the program is meeting its goals and provides information about targeting staff development

•Summative program assessment is cumulative and determines whether a program has met its goals for program quality and student learning


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Reporting Program Effectiveness•Determine the purposes of the report•Decide how quantitative (data that can be put into numbers) and qualitative assessment data (collecting information that is not numerical) will be represented

•Against which criteria will assessment outcomes be measured?○Children’s progress compared to a normed group? ○Children’s success meeting specific goals?

•Decide how data will be assembled to be accessible


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Trends and Issues•The growth of state-funded pre-k programs and pressures to use inappropriate, often high-stakes assessments

•Using assessment data for multiple purposes – not for their intended uses

•Growing diversity and the challenges of assessing English Language Learners

•Time and training required for authentic assessment


Group ActivityFactual (objective) vs.

Interpretation (subjective) Activity

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Follow-up• Read Chapter 11 & review this week’s

PowerPoint (under Module 11 & Resources)

• Prepare for Quiz #2 on Chapter 11-next week 11/15

• Let me know if you have any questions!

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