Question.1015 - I reviewed the assessment of children’s learning and development. Observation of children’s behavior and development is the most important and frequently used assessment strategy. Early childhood professionals observe informally on a daily basis as part of the instructional process, and they also assess children formally using rigorously designed observation tools. The term assessment refers to the ongoing process of gathering evidence of children’s learning and development, and then organizing and interpreting that information in order to make informed decisions about instructional practice. Before engaging in any form of assessment, early childhood professionals need to ask, “What is the purpose of the assessment?” The answer to this question determines all aspects of how the assessment will be conducted, including: who is to be assessed, what is to be measured and with what tool, who will conduct the assessment and when, what technical requirements are needed for the assessment, and how the results of the assessment will be interpreted and used. I reviewed the four basic purposes of assessment in early childhood programs stated on page 376 of our textbook. They are: 1. 2. 3. 4. The indicators of effective assessment include: using multiple sources of evidence, using assessment only for the purpose for which they are reliable and valid, and considering what is developmentally appropriate, culturally and linguistically responsive, and individually appropriate for all children, including children with special needs. Accurate interpretation and effective use of assessment evidence depends on teachers’ knowing what developmental tasks and learning skills children should be accomplishing, and when. Early childhood professionals can gather assessment information in several ways, but they should consider the advantages and disadvantages of each method. Here are some methods: 1. 2. 3. 4. Here are the most commonly used methods of documentation, or documentation tools, used in early childhood education: descriptive records, including running records and anecdotal records, frequency counts (event sampling), checklists, and rating scales and rubrics. Early childhood professionals frequently use portfolios to organize collections of children’s work and other demonstrations of their progress relevant to the goals of the curriculum, just as I am using my Central Piedmont Community College Early Childhood Education Program Google Site to organize my assignments and other demonstrations of my progress relative to course student learning outcomes and NAEYC Professional Preparations Standards.
Answer Below:
Week xxxxxxxxxx Checklist xxxxxxx Corley xxxxxxx Piedmont xxxxxxxxx College xxx -N xxxxxxxxx Christine xxxxxxxxxxxx th xxxx Assignment xxxxxxxxx Firstly xxxxxxxxxxx the xxxx basic xxxxxxxx of xxx assessment xx early xxxxxxxxx programs xx discussed xx the xxxxxxxx page xxx to xxxxx with x it xx important xx inform xxxxxxxx and xxxxxxx learning x in xxxxxxxxxx with xxx first xxxxx to xxxxxxxx children xxxx special xxxxxxxx and xxxxxxxxxxx needs x to xxxxxxxx existing xxxxxxxx in xxxxx of xxxxxxxxxxx among xxx stakeholders xxx d xx demonstrate xxxxxxxxxxxxxx Bredekamp xxxxxx Fleer xxxxxxxxx In xxxxx of xxxxxxx of xxxxxxxxx assessment xxxxxxxxxxx in xxxxx childhood xxxxxxxxx include xxxxxxx Observation xxxxx early xxxxxxxxx professionals xxxx the xxxxxxxxx to xxxxxxxx the xxxxxxxx curve xx children xx various xxxxxxxx and xxxxxxxx their xxxxxxxxx and xxxxxxxxxxxx Fleer xxxxxxxxx Second xxxxxxxxx the xxxxxxxxxxxx to xxxxxx better xxxxxxx about xxx children xx that xxxx can xxxxx the xxxxxxxxx in xxxxxxxxxx with xxxxx personalized xxxxxxxxxx and xxxxxxxxxxx Fleer xxxxxxxxx Third xxxx samples xx terms xx gathering xx from xxx children xx evaluate xxxxx ability xxx progress xxxx that xxxxxxxx interventions xxx be xxxxxxx accordingly xxxxxxxxx Joseph xxxxxx build x standardized xxxxxxxxxx framework xxxx is xxxxxxxx with xxx possibility xx comparing xxxx with xxx normative xxxxxx Bredekamp xxxxxx Some xx the xxxxxxxx employed xxxxx in xxxxx childhood xxxxxxxxx in xx experience xxx descriptive xxxxxxx that xxxxxxxxx include xxxxxxx records xxx anecdotal xxxxxxx that xxxx in xxxxxxxxx descriptive xxxxxxxxxxx pertaining xx children's xxxxxxxx and xxxxxxx in xxxxxx Fleer xxxxxxxxx Second xxxxxxxxx counts xx event xxxxxxxx whereby xxxxxxxx the xxxxxxxxx of xxxxxxxx behaviors xx events xxxxxxxxx over x period xx time xxxxx working xxxx a xxxxxxxxx that xxxxx be xxxxxxxxxxxx based xx the xxxxxxxx in xxxxx to xxxxxxxxx a xxxxxxxxxx format xxx recording xxx specific xxxxxx or xxxxxxxx Fleer xxxxxxxxx Fourth xxxxxxx rubrics xxx rating xxxxxx depending xx predefined xxxxxxxx Additionally xxx textbook xxxx discusses xxx utilization xx portfolios xx order xx store xxx works xx the xxxxxxxx and xxxxxxxx their xxxxxxxx over x period xx time xxxxx portfolios xxxxx be xxxxxxxx in xxxxx of xxxxxxxxx children's xxxxxx and xxxxxxxxxxx Bredekamp xxxxxx Regarding xxx assessment xx young xxxxxxxx in xxxxxxxxxx with xxx common xxxx state xxxxxxxxx there xxxx been xxxxxxxx alterations xx terms xx how xx assessment xxx be xxxxxxxxx aligned xxxx higher-level xxxxxxxxxxxx emphasizing xxx standards xxxxxxxxx written xxxxxxxxx to xxxxxxxxxx questions xx enable xxxxxxxx and xxxxxxxx thinking xxx technology xxxx be xxxxxxxx as xxx when xxxxxx Kindergarten xxxxx Assessments xxxx are xxx such xxxxxxxxx tool xxxx across xxx states xx evaluate xxxxxxxxxx readiness xxx formal xxxxxxxxx and xxxx to xxxxxxxx their xxxx for xxxxxxxxxxxx support xxxx should xxxxxx their xxxxxxxxxx to xxxxxx developmentally xxxxxxxxxxx practices xxxx that xx provides xxx scope xx be xxxxxxxxxxxx consistently xx accordance xxxx reliable xxx valid xxxxxxxxxxxx tools xxxxxxxxx Joseph xxxxx in xxxxx to xxxxxx dual xxxxxxxx leaners xx is xxxxxxxxx to xxxxxxxx the xxxxxxxxx of xxxxxxx and xxxxxxxxxx appropriateness xx involving xxx child's xxxxxxxx through xxxxxx and xxx of xxxxxxxxx from xxxxxxxxxx and xxxxxxxx competence xxxxx as xx early xxxxxxxxx professional xx is xxxxxxxxx to xxxxxxxxxx child xxxxxxxxxxx and xxxxxxxx curve xx interpret xxxxxxxxxx progress x carefully xxxxxxxx the xxxxxxxxx I xxxxxxxxxx two xxxxx of xxxxxxxx for xx specific xxxxxx behaviors xxxxxxxxx in xxxxxx Here xxxx are xxxxxxx as xxxx appear xx the xxxxxxxxx Walks x straight xxxx Motor xxxxxxxxxxx Uses xxxxxxxxxxxxx elaborate xxxxxxxxx Speech xxx Language xxxxxxxxxxx I xxxx identified xxx areas xx need xx improvement xxxxxx specific xxxxxxxxx skills xxxxxxxxx in xxxxxx for xx Here xxxx are xxxxxxx as xxxx appear xx the xxxxxxxxx Jumps xxxx an xxxxxx that xx - xxxxxx in xxxxxx landing xxxx both xxxx together xxxxx Development xxxxxxxxxxxx frustration xxxx faced xxxx challenges xx problems xxxxxxxxxxxxxxxx Development x selected xxx of xxx above xxx areas xx need xx improvement xxxxxx to xxxxx on xxxx is xxx one x selected xxxxxxx as xx appears xx the xxxxxxxxx Demonstrates xxxxxxxxxxx when xxxxx with xxxxxxxxxx or xxxxxxxx Social-Emotional xxxxxxxxxxx since xx that xxx wont xx knowing xxx to xxxxxx their xxxxxxxx certain xxxxxxxxxxxxx in xxxxxxxxxxxxx education xxxx knowing xxx trigger xxxxxxxx and xxxxxxx the xxxxx understand xxxx is xxxxxxxxx by xxxxxx it xxxxxxxx with xxxxxxxxx limitations xxxxx the xxxxx to xxxxxxxxxx the xxxxxxxx consequences xxx instance xx the xxxxx does xxx put xxx toy xxxx when xxxx apply xxxxxxxx consequences xxx other xxxx to xxxx the xxxxx occupied xxxxxx after xxx child xx order xxxxxxxxx with x particular xxxxxxx and xxxx the xxxxxxxxxxxx straight xxxxxxx without xxxxxx it xx Also xxxx equal xxxxxxxxxx to xxx existing xxxxxxxxxx of xxxxxxx over xx object xx support xxx development xx motor xxxxxx Then x reviewed xxx document xxxxx Carolina xxxxxxxxxxx for xxxxx Learning xxx Development xxxxxx to xxxxxxxxx which xx the xxxxxxxxx developmental xxxxxxx the xxxxxxxx skill xxxxxxxxx item xx need xx improvement xxxxxx I xxxxxxxx falls xxxxxx Approaches xx Play xxx Learning xxx Emotional xxx Social xxxxxxxxxxx ESD xxxxxx and xxxxxxxx Development xxx Language xxxxxxxxxxx and xxxxxxxxxxxxx LDC xxxxxxxxx Development xx I xxxxxxxxxx that xxx particular xxxxxxxx skill xxxxxxxxx item xx need xx improvement xxxxxx that x selected xxxxx within xxx following xxxxxxxxxxxxx domain xxxxxxxxx Development xx Then x reviewed xxx the xxxxxx Goals xxxxxxx to xxxx developmental xxxxxx I xxxxxxxxxx that xxx following xxxxxx Goal xxxxxx be xxx for xx to xxxx her xxxxxxx develop xx the xxxxxxxxxx domain xxxx is xxxx Goal xxxxxx exactly xx it xxxxxxx in xxxxxx Goal xxx Children xxxxxxxxxxx the xxxxxxx to xxxxx about xxxxx own xxxxxxxx reasoning xxxxxx perspectives xxx making xxxxxxxxx North xxxxxxxx Foundations xxxx Force xxxxx AB xx years xxx i x she xx an xxxxx Preschooler x read xxx Developmental xxxxxxxxxx for xxxxx Preschoolers xxxxxx for xxxx Goal xxxx they xxx all xx them xxxxxxx as xxxx appear xx NCFELD xxx language xx identify xxxxxxx or xxxxxxx situations xxx Lets xxxxxxx were xxxxx on x trip xxxxx a xxxxxxx story xxx i xxxxx Carolina xxxxxxxxxxx Task xxxxx Express xxxxxxxxxxxxx that xxxxxx may xxxx different xxxxxxxx beliefs xx feelings xxxx their xxx I xxxx ketchup xxx you xxxx CD- x North xxxxxxxx Foundations xxxx Force xxx language xx describe xxxxx thinking xxxxxxxxx with xxxxx support xxx k xxxxx Carolina xxxxxxxxxxx Task xxxxx If xx demonstrates xxx of xxxxx Developmental xxxxxxxxxx her xxxxxxx will xxxx and xxxxxx on xxx developmental xxxxxxxxx that xx is xxxxxx progress xxxxxx achieving xxx related xxxxxx Goal xxx teacher xxxxxx plan xxxxxxxxxxx activities xxxx provide xxxxxxxxxxxxx for xx to xxxxxxxxxxx one xx more xx the xxxxx Developmental xxxxxxxxxx She xxxxxx read xxx Strategies xxx Preschoolers xxxxxxx appearing xx the xxx of xxx Goal xxx Developmental xxxxxxxxx Continuum xxx strategies xxxxxxxx of xxxxxx provide xxxxx for xxx teachers xxx caregivers xxx support xxxxxxxxx development xxx learning xx developmentally xxxxxxxxxxx ways x in xxx areas xxxxxxxxx in xxx related xxxxxxxxxxxxx Indicators x read xxx the xxxxxxxxxx for xxxxxxxxxxxx since xx is xx Older xxxxxxxxxxx related xx the xxxx I xxxxxxxxxx I xxxxxxxx one xxx ABs xxxxxxx to xxxxxxxxx Here xx the xxxxxxxx strategy x selected xxxxxxx as xx appears xx NCFLED xxxx children xxxxxxxxxxx in xxxxxxxxxx and xxxxx a xxxx range xx sensory xxxxxxxxxxx especially xxx children xxxx sensory xxxxxxxxxxx For xxxxxxx play xxxxx with x bass xxxx that xxxxxxxx who xxx deaf xxx feel xxxxxxx their xxxx feet xxxxx Carolina xxxxxxxxxxx Task xxxxx Make xxxx children xxx others xxxxxx in xxxx to xxx music xxxxxxxx some xxxxxxxx are xxxxxx sensitive xx sound xxxxx or xxxxx Expose xxxx to xxx sensory xxxxxxxxxxx gradually xxxxx Carolina xxxxxxxxxxx Task xxxxx Make xxxxxxxx a xxxxxxx part xx your xxxxxxx day xxx example xxxxx morning xxxxxxx or xxxxxx breakfast xxx children xxxx they xxxxx like xx do xxx how xxxx plan xx carry xx out xxxxx Carolina xxxxxxxxxxx Task xxxxx Ask xxxxxxxxxx questions xxxx encourage xxxxxxxx to xxxxx about xxxx they xxx doing xxx possible xxxx steps x g x wonder xxxx would xxxxxx if xxx North xxxxxxxx Foundations xxxx Force xxxxxxxxx and xxxxxx on xxxx children xx and xxx Children xxx are xxxxxxxxx or xxxxx beginning xx learn xxxxxxx may xxxxxxx or xxxxxxx materials xx indicate xxxx they xxx You xxx add xxxxx to xxxxx actions xxxxxxxx with xxxx for xxxx that xxxxxxxx you xxxxxxxxxx their xxxxxxx North xxxxxxxx Foundations xxxx Force xxx reflective xxxxxxxx and xxxxxxx on xxxx you xxx children xxxxx as xxxx play xxxxx Carolina xxxxxxxxxxx Task xxxxx This xxxxxxxxxx children xx pay xxxxxxxxx to xxxx they xxx doing xxx it xxxxx it xxxxxx for xxxx to xxxxxx the xxxxx later xxxxx Carolina xxxxxxxxxxx Task xxxxx This xxxxxxxx strategy xxxxxxx on xxxx of xxxxxx North xxxxxxxx Foundations xxxx Force xxxxxxxxxx Bredekamp x Joseph x E xxxxxxxxx practices xx early xxxxxxxxx education xxxxxxxx a xxxxxxxxxx London xxxxxxx Fleer x Hedegaard x Early xxxxxxxx and xxxxxxxxxxx Cultural-historical xxxxxxxx in xxxx Cambridge xxxxxxxxxx Press xxxxx Carolina xxxxxxxxxxx Task xxxxx North xxxxxxxx foundations xxx early xxxxxxxx and xxxxxxxxxxxMore Articles From Education_Teaching
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