Jenette Allen Walden University Minneaoplis, MN Serving as Advocates for Families/Engaging Families in the Assessment Process Jenette Allen Walden University Minneaoplis, MN Testing

Introduction I have learned that assessment is more than just a classroom test to acquire a grade for a report card. There are several components to assessment. It can range from classroom tests, to the evaluation of entire school districts, leading to accreditation. I have also learned that when most people think of assessment, they think of an act that a student has to impart in. However, assessment is a process. Assessment must be planned, driven by data, and communicated to and with stakeholders. It is systematic; and when developmentally appropriate, gives teachers’ data to inform instruction and provide the correct interventions. Realizing that assessment is a process, stakeholders are resources for assessment. Families, especially can provide insight to inform assessment practices.

Advantages of Assessment Purpose of Assessment: -Advance Learning-Informs instruction and improves student learning -Student Accountability -Teacher/School Accountability Barnes, Fives, Dacey (2017) Provides invaluable data to use as interventions or acceleration Assessment can be systematic Advantages of Assessment

The importance of assessment at the primary level -The initiation of the Common Core began a new movement to ensure that students are College and Career Ready. -Continued assessment will help to ensure that our students are working towards College and Career Readiness achievement goals. -Assessment is key to identifying student needs, strengths and opportunities for acceleration. ”It is important that teacher education programs be exemplars of quality assessment practices, including novel formats that aim at capturing and guiding complex processes of learning” (Struyven & Devesa, 2016, p. 140).

The importance of assessment at the primary level continued -There are various types of assessments that can be used at the primary level to determine a student’s needs or strengths: -Cognitive Assessments -Readiness Assessments -Emerging Content Knowledge Assessments -Authentic Assessments -Emotional and Social Development Assessments -Linguistic Assessments -Intervention Assessments

How can teachers involve families in the assessment process? Teacher’s can share assessment plans and student learning goals. Teacher’s can have talk and share nights where they explain the standards and how a child can show mastery Teacher’s can ensure consistent communication, including parent teacher conferences Teacher’s can provide make-up or retake opportunities for students to show mastery of skills

Families can provide information about their children The National Board for Professional Teaching Standards (NBPTS) state, “Accomplished early childhood teachers know how to communicate assessment results clearly and meaningfully. They sensitively and accurately explain assessment results to children, families, and colleagues, providing evidence that supports their findings” (p. 63). It is imperative that parents and families are understood to be the first and most well-versed assessors of their own children. They have a unique capability that educators don’t have. They have lived with their children for years. They know their likes and dislikes. Their triggers and motivators. They can provide educators with insight that no one else can. Therefore, it would behoove educators to utilize families as resources to offer background knowledge on their child. Educators can communicate to families, a child’s behaviors in class; while families can communicate behaviors at home. The knowledge from the two can be bridged to help provide the best interventions or accelerations possible for a child.

Families can provide information about their children continued -Families are also the first supports when it comes to assessment through play. Playing with children is part of their physical and mental development. When caregivers, counselors, or psychologists need more information about how a child plays, then families can provide these details. -Kelly-Vance and Ryalls (2015) stated, “The origins of play assessment and intervention stem from psychoanalytic work with children at the turn of the twentieth century. Therapists used information from children’s play to determine their mental health needs and then used the play context during therapy. This practice continues in many different therapeutic approaches. More recently and for the reasons discussed above, school psychologists working in early childhood began using play assessment as an observational strategy in the 1980s (as discussed in Athanasiou, 2007)” (p. 550).

How to communicate results of assessments to families -Assessments can be formal, informal, formative, summative, or diagnostic -Since assessments are varied, communication can be varied. -Formal ways of communicating assessment results are through report cards or formal meetings (i.e. RTI or IEP meetings). -Non-formal ways are through weekly progress folders, telephone conversations, or through sharing learning journals or portfolios.

Supporting Diversity & Multiculturalism -The National Board for Professional Teaching Standards state, “Accomplished early childhood teachers use assessment data to identify children whose development is outside the expected range” (p. 64). This is important to ensure that children have access to tools and resources that will provide an equitable assessment experience. -Diversity in assessment helps to identify children who have special needs, whether interventions or accelerations. -Teachers can provide assistive technology and/or accommodations to learners as needed. -Multiculturalism in assessment ensures that assessment and their strategies are culturally responsive to multicultural learners. -Students who are identified as English Language Learners are able to benefit from modifications to assessments based on cultural needs.

Supporting Diversity & Multiculturalism continued -“Students exposed to an assessment with alternative methods have a significantly higher motivation for learning than those who were evaluated through traditional methods” (PETRE, 2014, p. 310). -Multiculturalism in assessment ensures that assessment and their strategies are culturally responsive to multicultural learners. -Students who are identified as English Language Learners are able to benefit from modifications to assessments based on cultural needs.

References Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116. Kelly-Vance, L. & Ryalls, B. O. (2015). 33 best practices in play assessment and intervention. Retrieved from http://www.academia.edu/2236966/33_Best_Practices_in_Play _Assessment_and _Intervention Laureate Education (Producer). (2015a). How to observe children [Video file]. Baltimore, MD: Author PETRE, A. L. (2014). Stimulating learning motivation of early education and primary school students through alternative methods of assessment. Journal Plus Education, 303-312. National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf Struyven, K., & Devesa, J. (2016). Students’ perceptions of novel forms of assessment. Handbook of Human and Social Conditions in Assessment, 129-144.