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

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

3. 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).

4. 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.

5. 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.

6. 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.

7. 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).

8. 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 s
Weekly homework assignments
Progress reports
Report cards
School 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 while the child is at school and communicate with the teacher.

9. 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

10. 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)

11. 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.

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

13. 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).

14. 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):
Elicker, J., & McMullen, M. (2013). Appropriate and Meaningful Assessment in Family-Centered Programs. YC: Young Children, 68(3),
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
National Research Council (NRC). (2008). Early Childhood Assessment: Why, What and How? Report of the National Research Council. Washington, DC: National Academics Press.