Chapter 2 How Infants Young Children Should Be

Chapter 2: How Infants & Young Children Should Be Assessed Lecture by: Chris Ross

Principles for Assessment �A single application for evaluation is insufficient �All assessment strategy has strengths and limitations �A single method provides only one portion of what needs to be known about a child. �A variety of strategies gives a more full picture a child’s development and learning from various perspectives.

Principles for Assessment �Several observations should be done for infants and toddlers over one and information from parent’s and other caregivers to give a better view of the child �Those children in school should be able to demonstrate learning in more than one way and on more than one occasion. Variety of measure will enhance accuracy of the child’s ability.

Principles for Assessment �Assessments should always benefit the child �If an assessment is done as an evaluation of the school/program and no implications for the child (no benefit for them) then they should not be used. �Always collect information to be used to guide and enhance a child’s learning.

Principles for Assessment �Family members have important roles in assessment. Parents will have to provide information for infants/toddlers. Even with assessments, the parents/caregivers can provide much needed information. �Even school aged children’s family can offer insight into the child that can be beneficial.

Principles for Assessment �Always be aware of limitation of an assessment and have other strategies to acquire the needed information. �This is imperative to children with exceptionalities, cultural and linguistically diverse.

Principles for Early Childhood Assessments �Assessment of young children’s progress & achievements are ongoing, strategic and purposeful. The results obtained are used to make plans, implement experiences and communicate with the child’s family, and to evaluate/improve teachers and programs.

Principles for Early Childhood Assessments �Assessments should focus on a child’s progress towards goals that are significant to their development and education. �There should always be a system in place to collect, make sense and use the assessment information. Teachers should use this information in planning curriculum and interactions with children.

Principles for Early Childhood Assessments �Assessment methods used should be appropriate to the development and experiences of young children. They should recognized individual variation in learners and children can demonstrate competence in various ways. �Assessment should look at what a child can accomplish alone and with the assistance of other children/adults.

Principles for Early Childhood Assessments �Family evaluations and a child’s own assessment of their work is important to the strategy. �Assessments are tailored to a specific purpose and used only for the purpose for what they are created (to create reliable and valid information) �Decisions that have major impacts on a child (placement, advancement) should NOT be based on a single assessment, but rather multiple assessment/information collections

Principles for Early Childhood Assessments �If a screening/assessment shows a child may have special learning/development needs there needs to be an appropriate follow-up procedures, evaluation and sometimes a referral.

How Infants & Young Children Are Assessed

How Infants & Young Children Are Assessed �Observing in the classroom can show if a child is using language correctly (informal testing). �Formal methods/Standard instruments often are used for measurement and evaluation. They tend to be more extensive and have proven their measures. �Physician evaluations. Are important with young to check the development (physical, mental, emotional, mile stones, etc)

Developing a Comprehensive System of Assessment

Components of Assessment System �Standardized Testing �Measure individual characteristics �Can be given to an individual or group �Measures abilities, achievements, aptitudes, interests, attitudes, values and personality characteristics �Results can help with planed instruction; looking at differences in individuals and groups; counseling and guidence

Components of Assessment System �Classroom Assessment Strategies �Observations. Using own senses to notice the way a child behaves, speaks, completes tasks, socializes, etc �Teacher-Designed Methods. Activities, games, questions and (if able) paper/pencil tests can evaluate what a child has learned. �Checklists (scope or sequence of skills). A list of learning objectives established for areas of learning and development for an age, grade level or content.

Components of Assessment System �Classroom Assessment Strategies �Rating Scales. Similar to checklist, but have degrees rather than checks. �Rubrics. Evaluate authentic and performance assessments. Rubrics are most frequently used with portfolio assessments, but can assess other works. �Performance and Portfolio Assessments. Allow for demonstration of understanding or a concept or skill. Interviews can be done to help with this process. Teachers will often complete a narrative report after to help record the student’s achievements.

Components of Assessment System �Classroom Assessment Strategies �Technology-Based Assessment. Use of software programs. Electronic Management of Learning (EML) make it possible to collect, analyze and report progress in a child’s learning. It can be used to document learning outcomes and plan subsequent learning objectives and activities.

Using Assessment Results

Using Results for Instruction �If they benefit the child, the assessments should be connected to learning experiences and instruction �All types of strategies that paint a comprehensive picture of each child’s progress/needs should be used �Assumes the teacher is concerned with individual development/learning and is prepared to address the individual differences.

Using Results to Report Progress �More than just a report card should be used. If the assessment system is comprehensive the method to report the progress should also be comprehensive and provide many examples of how the child demonstrated growth/achievement.

Using Results to Evaluate Instructional Program �The teacher can review the assessment information to see if materials, activities, and strategies are successful for the children.

Environmental Assessment �Reviews of what the classroom and outside environments have on the child. Also looks at how a teacher functions in the environments.

Assessment of Young Children: The Process

Preassessment �Beginning of the year. Each child develops at their own rate. Even their domains of development differ (physical, social, cognitive, and language). �Teachers tend to use observations, checklists and interviews to determine the starting point with a child. �Throughout the year. A teacher will use preassessment when introducing new information throughout the year.

Ongoing Assessment �Group lessons, activities in learning environments, observations of play, notes from teachers- all can help indicate if there is progress or difficulties for the child. �Formative Assessment -> strategies the teacher uses to monitor a child’s progress in mastery of information or skills during a series of learning activities. �Summative Assessment -> used at the end of a cycle of instructional experience to confirm mastery of information/skills.

Assessment/End of Reporting Periods �While the teacher is asked to record the progress for the unit of time and possible plans through the next period, teachers should try to document the work and provide a written summary to help with understanding. �Might be a good idea to ask the child to do selfassessments of their work over the period of time as well.

Guidelines for Working with Young Children in an Assessment Setting

Guidelines Contact parents for permission 2. Have materials ready before assessment and review the procedures 3. If possible, have the child be familiar with the assessment environment. 4. Develop a rapport with the child to help lesson anxiety. 1. Be alert to signs of fatigue or loss of response 2. Use time wisely; do not rush the child, but do not drag out assessment. 3. Consider adaptations that might be needed for children with exceptionalities. 1.