EDDD 8083: Assessment Practices to Promote Healthy Development and Learning Dr. Angelique Ogea

Serving as Advocates for Preschool Families/Engaging Preschool Families in the Assessment Process S.L.A. Phillips

Why Assess? Since the implementation of the No Child Left Behind (NCLB) Act of 2001, the primary focus of this accountability system is assessment of children’s education (National Research Council, 2008). There are several reasons why children are subjected to assessments; are they being taught effectively, how well is the child learning; and if they are making progress (Bagnato, Goins, Pretti-Frontczak, & Neisworth, 2014).

The Importance of assessment Most early childhood programs use assessments to make instructional decisions for children. The importance of assessment is connected with the purpose of the assessment. Equally important are the areas of development to assess, how to illustrate and use the information, as well as, what assessment practices to follow.

Purposeful assessment Our purpose as early childhood educators is to create meaningful and reciprocal relationships with families with appreciation for their culture and diversity. Purposeful assessment involves taking the child’s development and using that information to improve the child’s learning (Caspe, Seltzer, Kennedy, Kapio, & DeLorenzo, 2013). Taking the appropriate assessment, and using the appropriate tools, at the appropriate time.

Appropriate & responsible assessment Appropriate and responsible assessment as it relates to families in the assessment process involves parents and teachers working collaboratively to enhance children’s development (Caspe, et.el., 2013). Using a unified, synergistic approach to assessment creates several opportunities for two- way communication, shared cultural differences, and empowers the family all within a community of learning (Caspe, et.el., 2013). According to Elicker and McMullen (2013), appropriate assessment highlights what the child can do, is strengths-based, and recognizes and builds on children’s capabilities.

Research based Evidence The combined results of teachers and families through ongoing assessment and collaboration helps them define goals for the child (Elicker, & McMullen, 2013). Using multiple perspectives during the assessment process can guarantee that the created experiences are based on reasonable expectations that will align with the child’s development (Gonzalex-Mena & Stonehouse, 2008; Highscope, n.d; National Research Council, 2008).

Parental Engagement examples One way to include families in the assessment process is through detailed documentation (Caspe, et.el., 2013). Through parent teacher conferences Family involvement activities within the program Photo documentation Journals and blogs Weekly emails Weekly homework assignments Progress reports Report cards School email accounts; for example, setting up a google account to allow parents to see when their child is online. Allowing them to send a brief encouraging email while the child is at school and communicate with the teacher.

information families can provide By including families opens the assessment process up to invaluable information for understanding each child’s unique needs and abilities (Caspe, et.el., 2013). Two-way communication Family empowerment Cultural characteristics

communication of results to families Role Focus Method Including families in the rating process (Crais, Roy, & Free) Psychologist and Special Needs Experts Using a family centered assessment Using effective observation tools and techniques in the the classroom (Caspe, et.el., 2013) Early Childhood Practitioner Fostering family engagement Meeting with the parents to explain the results (Caspe, et.el., 2013) Early Childhood Advocates and Policy makers Empowering families (Caspe, et.el., 2013, p. 9)

Communicating to families continued According to Caspe, et.el., (2013), educators should create multiple opportunities for teachers and families to communicate; Ensure the assessment includes children’s development and behavior in several settings; Use results to connect with home and school practices; Help families makes connections between assessment and educational standard; (Barbour, Barbour, & Scully, 2011) Assist them in joining a community of learners around assessment.

communication of results to Stakeholders Using measurable data through meetings, emails, and teleconferences. Using graphs and pictures of current and historical data to show growth or inconsistencies. While having a plan to rectify the inconsistencies.

Addressing diversity & multiculturalism Using assessments that are offered in home language, Communicating the results in home language, Home visits allow the practitioner to gain a better understanding of the child’s cultural background (Caspe, et. el., 2013).

References Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic assessment as “best practice” for early childhood intervention: National Consumer Social Validity Report. Topics in Early Childhood Special Education, 34(2), 116–127. Barbour, C. Barbour, N. H., & Scully, P. A. (2011). Families, schools, and communities: Building partnerships for educating children (5th ed.). Upper Saddle River, NJ: Pearson. Caspe, M., Seltzer, A., Kennedy, J., Cappio, M., & DeLorenzo, C. (2013). Engaging Families in the Child Assessment Process. YC: Young Children, 68(3), 8-14. Crais, E. R., Roy, V. P., Free, K. (2006). Parents and professionals perceptions of the implementation of family centered practices in child assessments. American Journal of Speech and Language Pathology 15(4): 365-77. Elicker, J., & McMullen, M. (2013). Appropriate and Meaningful Assessment in Family-Centered Programs. YC: Young Children, 68(3), 22-27. Gonzalez-Mena, J., & Stonehourse, A. (2008). Making links: A collaborative approach to planning and practice in early childhood programs. New York: Teachers College Press. Highscope. n.d. How we evaluate. Retrieved from www.highscope.org/content.asp?contentID=372. National Research Council (NRC). (2008). Early Childhood Assessment: Why, What and How? Report of the National Research Council. Washington, DC: National Academics Press. www.acf.hhs.gov/sites/default/files/opre/early_child_assess_pdf.