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 xxx Joseph xxxxx amp 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 xxx Hedegaard xxxxxx interview xxx stakeholders xx obtain xxxxxx insight xxxxx the xxxxxxxx so xxxx they xxx align xxx teachings xx accordance xxxx their xxxxxxxxxxxx experience xxx development xxxxx amp 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 amp xxxxxx Fourth xxxxx a xxxxxxxxxxxx assessment xxxxxxxxx that xx flexible xxxx the xxxxxxxxxxx of xxxxxxxxx them xxxx the xxxxxxxxx sample xxxxxxxxx amp 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 xxx Hedegaard xxxxxx frequency xxxxxx or xxxxx sampling xxxxxxx counting xxx frequency xx specific xxxxxxxxx or xxxxxx exhibited xxxx a xxxxxx of xxxx Third xxxxxxx with x checklist xxxx could xx standardized xxxxx on xxx children xx order xx establish x structured xxxxxx for xxxxxxxxx the xxxxxxxx skills xx behavior xxxxx amp 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 xxx Joseph xxxxxxxxx the xxxxxxxxxx of xxxxx children xx accordance xxxx the xxxxxx core xxxxx standards xxxxx have xxxx possible xxxxxxxxxxx in xxxxx of xxx an xxxxxxxxxx can xx conducted xxxxxxx with xxxxxxxxxxxx competencies xxxxxxxxxxx the xxxxxxxxx requiring xxxxxxx responses xx open-ended xxxxxxxxx to xxxxxx critical xxx creative xxxxxxxx and xxxxxxxxxx will xx employed xx and xxxx needed xxxxxxxxxxxx Entry xxxxxxxxxxx KEAs xxx one xxxx prevalent xxxx used xxxxxx the xxxxxx to xxxxxxxx children's xxxxxxxxx for xxxxxx schooling xxx also xx identify xxxxx need xxx personalized xxxxxxx KEAs xxxxxx revamp xxxxx assessment xx infuse xxxxxxxxxxxxxxx appropriate xxxxxxxxx such xxxx it xxxxxxxx the xxxxx to xx administered xxxxxxxxxxxx in xxxxxxxxxx with xxxxxxxx and xxxxx psychometric xxxxx Bredekamp xxx 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 amp xxxxx Carolina xxxxxxxxxxx Task xxxxx Interpret xxx expand xx what xxxxxxxx do xxx say xxxxxxxx who xxx nonverbal xx those xxxxxxxxx to xxxxx English xxx gesture xx present xxxxxxxxx to xxxxxxxx what xxxx did xxx can xxx words xx their xxxxxxx checking xxxx them xxx cues xxxx indicate xxx understand xxxxx message xxxxx Carolina xxxxxxxxxxx Task xxxxx Use xxxxxxxxxx dialogue xxx comment xx what xxx see xxxxxxxx doing xx they xxxx North xxxxxxxx Foundations xxxx Force xxxx encourages xxxxxxxx to xxx attention xx what xxxx are xxxxx and xx makes xx easier xxx them xx recall xxx event xxxxx North xxxxxxxx Foundations xxxx Force xxxx teaching xxxxxxxx appears xx page xx NCFELD xxxxx Carolina xxxxxxxxxxx Task xxxxx References xxxxxxxxx S xxx Joseph x E xxxxxxxxx practices xx early xxxxxxxxx education xxxxxxxx a xxxxxxxxxx London xxxxxxx Fleer x amp xxxxxxxxx M xxxxx learning xxx development xxxxxxxxxxxxxxxxxxx concepts xx play xxxxxxxxx University xxxxx North xxxxxxxx Foundations xxxx Force xxxxx Carolina xxxxxxxxxxx for xxxxx learning xxx developmentMore Articles From Education_Teaching
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