Chapter 6 Observing and Assessing Young Children Guiding, Teaching, and Learning

Focus Questions What is assessment? Why is it important for you to know how to assess children and families? What are the purposes and uses of observation and assessment and what are some ways you can assess children’s development, learning, and behavior? What are the types of assessment teachers use? What are the contexts that influence the use of assessments? What the issues of assessment?

T 6.3 What Is Assessment? Assessment is a process of collecting information about Development Learning Health Behavior Academic progress Need for special services In order to Plan and implement curriculum and instruction

Purposes of Assessment Identify what children know Identify special needs Determine appropriate placement Make lesson and activity plans Select materials Make decisions about how to implement learning activities Communicate with parents about developmental status and achievement Referral for children and families for additional services Make policy decisions about what is or is not appropriate for children

Formal vs. Informal Assessment Use of standardized tests Compares child’s score with a group of children who have already taken the same exam Informal assessment Observation Anecdotal record Running record Event sampling Time sampling Rating scale Checklist Work sample Portfolio Interview

Purposes of Observation Determine the cognitive, linguistic, social, emotional, and physical development of children Identify interests and learning styles Plan Meet the needs of individual children Determine progress Provide information to parents Provide self-insight

Four Steps for Effective Observation Step 1—Plan for observation Set goals Step 2—Conduct the observation Record data as you observe Step 3—Interpret the data Step 4—Implement a plan

Indicators of Effective Assessment Ethical principles guide assessment practices Assessment instruments are used for their intended purposes Assessments are appropriate for ages and other characteristics of children being assessed. 

Indicators of Effective Assessment Assessment instruments are in compliance with professional criteria for quality.  What is assessed is developmentally and educationally significant Assessment evidence is used to understand and improve learning

Indicators of Effective Assessment Assessment evidence is gathered from realistic settings and situations that reflect children’s actual performance.  Assessments use multiple sources of evidence gathered over time.  Screening is always linked to follow-up Use of individually administered, norm-referenced tests is limited Staff and families are knowledgeable about assessment. 

Issues in Assessment Assessment and accountability High-stakes testing Standardized tests are used to make important decisions about children Generally opposed by the early childhood profession