Transcript
Assessment andEvaluation inPrekindergarten
A Planning Guide forSchool Divisions and their Partners
November 2005
Children’s Services and Programs BranchSaskatchewan Learning
2220 College Ave. Regina, SK S4P 4V9
ISBN 1-894743-97-0
Cover Photo, Left to RightJadelynn CappoDennis OrellanaBethany Fiala
Assessment and Evaluation in Prekindergarten
iContents
TABLE OF CONTENTS
1. Introduction ............................................................................................................................1
2. Key Considerations in Prekindergarten Assessment and EvaluationSection Overview ........................................................................................................................5
Detailed Information and Resources ..........................................................................................7
2.1 Definitions....................................................................................................................7
2.2 The Importance of Informal Assessment and Evaluation ..........................................7
2.3 Recommended Readings..............................................................................................8
2.4 Prekindergarten Assessment and Evaluation Cautions................................................8
2.5 Cultural Awareness ......................................................................................................9
2.6 Sample Program Standards and Performance Criteria ..............................................10
3. Prekindergarten Assessment and Evaluation in the SchoolPLUS ContextSection Overview ......................................................................................................................13
Detailed Information and Resources ........................................................................................14
3.1 Validating Prekindergarten Program Efficacy ..........................................................14
3.2 Professional Learning Communities..........................................................................15
3.3 SMART Goals............................................................................................................16
3.4 Conclusion ................................................................................................................17
4. A Framework for Prekindergarten Assessment and EvaluationSection Overview ......................................................................................................................19
Detailed Information and Resources ........................................................................................21
4.1 The Prekindergarten Environment ............................................................................23
4.2 Adult-Child Interactions ............................................................................................27
4.3 Child Development ....................................................................................................31
Physical Health and Well-Being ................................................................................35
Social Knowledge and Competence, Emotional Health / Maturity ..........................38
Language and Cognitive Development, and Communication Skills and General Knowledge ..................................................................................................40
Assessment and Evaluation in Prekindergarten
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4.4 Family Engagement ..................................................................................................43
4.5 Partnerships................................................................................................................51
4.6 Long-Term Effects ....................................................................................................57
5. AppendicesAppendix A: National Institute for Early Education Research Preschool Assessment:
A Guide to Developing a Balanced Approach ................................................65
Appendix B: Prekindergarten Rubric: Regina Public Schools ............................................81
Appendix C: The Prekindergarten Assessment Tool: Saskatoon Public Schools ..............105
Appendix D: Sample Reporting and Student Observation Forms ......................................145
Appendix E: Sample Family Input Forms ..........................................................................181
6. References ..........................................................................................................................187
Assessment and Evaluation in Prekindergarten
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ACKNOWLEDGEMENTS
Saskatchewan Learning gratefully acknowledges the contributions of many organizations andindividuals in the development of this document. Prekindergarten personnel, school division centraloffice staff, preschool teachers, Speech and Language Pathologists, Early Childhood InterventionProgram workers, KidsFirst staff, and other professionals provided perspectives and suggestions atregional workshops during the fall and winter of 2004-2005. As well, the Department appreciates theefforts of those individuals who reviewed the draft document and provided detailed feedback.
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Assessment and Evaluation in Prekindergarten
INTRODUCTION
Atraditional saying is, “If something is worth doing...it’s worth doingwell.” The modern corollary to this maxim is, “If something is worth
doing...it’s worth assessing and evaluating.” In Saskatchewan, many talented and committed teachers, support staff, agency partners, parents, andadministrators are working hard to provide young children with opportunitiesto develop and to learn. Their work is very important and many believe thatthe investments made in early education are the best investments that asociety can make. As Prekindergartens, preschools, and other early learningand child care programs are potentially so valuable to children, families, andcommunities, it is vitally important that the right things are done well.
Well-conceived and implemented approaches to assessment and evaluationcan help to ensure that Prekindergarten programs meet their goals. Thepurpose of this document is to assist school divisions and their partners to design and implement child- and program-appropriate assessment andevaluation practices.
Two interests converged to cause the development of Assessment andEvaluation in Prekindergarten: A Planning Guide for School Divisions andtheir Partners. First, Prekindergarten staff, at meetings with SaskatchewanLearning personnel, indicated that they wanted some guidance with respectto the assessment and evaluation of child development. They indicated thatBetter Beginnings, Better Futures (2004) provided useful direction withrespect to the principles that should guide their programs and outlined thenature of their instructional activities, but many teachers wanted morespecific advice regarding what learning outcomes they should look for.Prekindergarten teachers, as reflective professionals, also wondered whethertheir practices and programs were as effective as they could be. Were thereways in which assessment and evaluation of their teaching and programscould lead to professional growth and better services for the children?
The second interest that contributed to the development of these guidelineswas the need of school, school division, and provincial administrators forreliable data about the efficacy of Saskatchewan Learning sponsoredPrekindergarten programs. Local communities and political leaders at thedivision and provincial level want to ensure that resources be used in the best possible ways to benefit individual children, their families, and society.Conventional wisdom and research conducted elsewhere tell us that high
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Assessment and Evaluation in Prekindergarten
quality preschool programs are very effective in improving the life success ofchildren who would otherwise be at risk. So, what about Saskatchewan’s school-based Prekindergarten programs? Are they of high quality? How do we know?What do we need to do to find out?
In response to these interests of teachers, administrators, and funding agencies,Saskatchewan Learning organized workshops for Prekindergarten staff throughoutthe province in the fall of 2004 and early winter of 2005. Data were gathered oncurrent assessment and evaluation practices, and participants indicated the topics for which they wanted more information. Experts inside and outside Saskatchewanwere consulted, and professional literature on the assessment and evaluation of earlyeducation was reviewed. This information, along with the input of early childhoodpractitioners in the field, forms the foundation of this document.
This guide provides current, research-based information about three levels ofPrekindergarten assessment and evaluation:
1. Classroom level: Information about the optimal learning environment,teacher practices, and curriculum content is presented. Included are sourcesof information about the continua of development of young students for it isvery important that teachers know what they should look for as indicators ofdevelopment of the whole child. For each dimension of child development,references are provided regarding some suggested assessment and evaluationpractices and instruments.
2. School program level: This guide offers references and resources thatteachers, parents, agency partners, and administrators can use to assess andevaluate their Prekindergarten programs.
3. School division or provincial levels: Ideas are presented that can lead tothe aggregation of authentic, valid, and reliable data about the efficacy andcost-effectiveness of the Prekindergarten initiative.
Most of the participants in the regional workshops that preceded the writing of thisdocument were Prekindergarten teachers in designated Community Schools. Whiletheir settings are the primary focus of this guide, teachers and administrators ofother early childhood programs will find the recommended assessment andevaluation principles, practices, and tools to be pertinent.
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Assessment and Evaluation in Prekindergarten
Very few teachers and administrators will have the time to read this document cover-to-cover. It is written, therefore, to address practitioners’ specific assessment andevaluation interests, with each section usable on a stand-alone basis. Reference tothe Table of Contents and the Section Overview that proceeds each section will helpto direct readers to information of particular interest. Questions are also included ineach section. These may be used to aid in planning and to stimulate discussionamong the partners.
No document with content ranging from the micro to the macro levels of theassessment and evaluation of a complex program can presume to provide the last word on the subject. This is certainly true of this guide. Please regard thedocument as a starting point that provides some food for thought and some stimulifor reflection and further exploration. It does not have all of the answers, but if itstimulates professional dialogue and improved learning opportunities for children, it will have served a very valuable purpose.
Donald Duncan, Ph.D.Western Insights Consulting and FacilitationContracted Writer
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2 KEY CONSIDERATIONS IN PREKINDERGARTEN
ASSESSMENT AND EVALUATION
SECTION OVERVIEW: SECTION OVERVIEW:
This section provides important background information that school divisions and their partners should consider in the overall development of assessment andevaluation strategies and practices. The following considerations are describedmore fully under Detailed Information and Resources:
2.1 Definitions• Assessment and evaluation are defined as well as terms associated with
formal evaluation.
2.2 The Importance of Informal Assessment and Evaluation• Informal assessment and evaluation is emphasized in the Prekindergarten
program. Rubrics developed in the Regina and Saskatoon Public SchoolDivisions to support informal assessment and evaluation practices arefound in Appendices B and C.
2.3 Recommended Readings• Reference is made to literature that discusses the current state of early
childhood assessment and evaluation.
2.4 Prekindergarten Assessment and Evaluation Cautions• Teachers are advised to keep several key points in mind when assessing
and evaluating the performance and development of young children. Forexample, the sensitivity of the children to the tester, the test environment,and their own emotional states; the need to make multiple observations to ensure reliability; time constraints involved in the planning andimplementation of an excellent educational program; and the necessity to set priorities.
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2.5 Cultural Awareness• The curriculum must be culturally sensitive and affirming of the students’
backgrounds. • The active involvement of parents and family members is encouraged.
2.6 Sample Program Standards and Performance Criteria• The Early Childhood Program Standards and Accreditation Performance
Criteria developed by the National Association for Early Years Education(NAEYC) are introduced. These criteria define the attributes that researchhas associated with high quality programs and positive child developmentoutcomes.
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Assessment and Evaluation in Prekindergarten
DETAILED INFORMATION AND RESOURCES
2.1 Definitions
What is assessment and evaluation? Although various authorssuggest their own definitions, those offered by Gullo (2005) areuseful in the context of early childhood programming.
Gullo cites the following definition of assessment in earlychildhood developed by Mindes:
Assessment is a process for gathering information to makedecisions about young children. The process is appropriatewhen it is systematic, multidisciplinary, and based on theeveryday tasks of childhood. The best assessment system iscomprehensive in nature, that is, the assessment yieldsinformation about all the developmental areas: motoric,temperament, linguistic, cognitive, and social/emotional. (p. 7).
Gullo defines evaluation as “the process of making judgementsabout the merit, value, or worth of educational programs, projects,materials, or techniques” (p. 7).
Two other terms Prekindergarten personnel should be aware of are:
Norm referenced assessment and evaluation, which comparesthe performance of subject children to the results obtained bylarge samples of comparable children using standardized testinstruments under controlled conditions.
Criterion referenced assessment and evaluation, whichcompares the performance of subject children to performancestandards or criteria that have been predefined (typically by acurriculum, continuum of development, or teacher).
2.2 The Importance of Informal Assessment and Evaluation
In teachers’ daily practice, informal, alternative, or authenticassessment and evaluation are often more important than the use of formal, normed instruments. These practices generally involvedirect observation of children by their teachers (or educationalassistants) and the recording of anecdotal notes or use of checklists.Two goals cited by Gullo (2005) for this mode of assessment are:
What is yourunderstanding of the differencebetweenassessment andevaluation? Why are bothimportant?
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1. to incorporate actual classroom work into assessment; and 2. to enhance both children’s and teachers’ participation in the
assessment and evaluation process (p.8).
Saskatchewan Learning’s Better Beginnings, Better Futures (2004)emphasizes the Prekindergarten program’s focus on individualchildren and the importance of their active learning through play.Teachers typically observe children directly and engage them inconversation to reveal their learning and understanding. Theseassessment and evaluation practices most often involve the draftingof observation notes, anecdotal records, checklists, rubrics, andportfolios. Examples of rubrics that support these practices arefound in Appendix B, Regina School Division’s PrekindergartenRubric and in Appendix C, Saskatoon School Division’s ThePrekindergarten Assessment Tool.
2.3 Recommended Readings
It is important that all Prekindergarten assessment and evaluationpractices in Saskatchewan respect accepted early childhoodstandards and criteria. The National Institute for Early EducationResearch recently published Preschool Assessment: A Guide toDeveloping a Balanced Approach (2004), an article that provides aclear, concise, and comprehensive overview of important assessmentand evaluation considerations. Please refer to the full text of thisarticle in Appendix A.
Another article on assessment and evaluation of young children thatmay be of interest to Prekindergarten staff is Bordignon and Lam(2004). This article discusses the strengths and weaknesses ofvarious instruments commonly used in the Prekindergarten settingand also comments on considerations that scholars and practitionersshould bear in mind in testing, assessment, and evaluation settings.
Those who want to read a more detailed account of theconsiderations in the assessment and evaluation of Prekindergartenchildren and programs may wish to read Understanding Assessmentand Evaluation in Early Childhood Education (Gullo, 2005).(School administrators should note that this work addresses thetopics through Grade 3.)
Teachers typicallyobserve children directly
during activities andengage them in
conversation to revealtheir learning and
understanding.
What are yourcurrentPrekindergartenassessment andevaluationpractices? Do you use bothinformal and formalassessment andevaluationpractices? What do you use and for whatpurpose?
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2.4 Prekindergarten Assessment and Evaluation Cautions
The literature urges caution in the assessment and evaluation of the performance and development of young children, especiallyconcerning testing. It is replete with warnings about how sensitivethe children are to the tester, the test environment, and the children’sown emotional states. All of these factors tend to make theassessment results unstable. As a result, in order for assessment andevaluation to be reliable, it is important that teachers make multipleobservations over an extended period of time in order to judge thescope and depth of children’s development. The assessmentenvironments should be familiar and stimulating to the children, andthe children should know and be comfortable with the assessors.
Time is a scarce resource for all teachers and administrators,including those associated with Prekindergarten programs. Personnelattempt to strike the optimal balance among the many activities thatare essential to the planning and implementation of an excellenteducational program...
With time constraints in mind, personnel are encouraged to reflect ontheir program as a whole, and, while doing the necessary assessmentand evaluation activities in all program dimensions, identify onepriority area for particular attention. Section 4 refers to a range ofassessment and evaluation activities and tools. They cannot andshould not all be used in a single program. Program planners shouldfeel free to be selective, reflecting on local situations and needs. ThePrekindergarten Self-Assessment Tool referred to in Table 4.7, mayprovide a useful starting point as you set priorities for refining yourassessment and evaluation practices.
2.5 Cultural Awareness
The Prekindergarten program must be culturally sensitive andaffirming of the childrens’ backgrounds. Sutherby and Sauve (2003)noted that, to ensure that learning and experiences are meaningful,relevant, and respectful for the participating children and theirfamilies, teachers should bear in mind three kinds of information as they design their programs:
• child development and learning; • strengths, interests and needs of each child; and • knowledge of the social and cultural contexts in which
children live”(p. 4).
For assessment andevaluation to be reliable,it is important thatteachers make multipleobservations over anextended period of time inorder to judge the scopeand depth of children’sdevelopment.
Caution is advisedwhen assessingthe developmentof young children.What do youbelieve are some of the most importantconsiderations? How do youensure these are taken intoaccount in thedevelopment of a Prekindergartenassessment andevaluation plan?
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Better Beginnings, Better Futures (2004) encourages the activeinvolvement of parents and family members in the education anddevelopment of their children (p.12). This implies not onlyinfluencing the content of the Prekindergarten instruction, but alsospeaks to the need for teachers to consider the values of parents and families in assessing and evaluating the children’s learning.
Teachers are encouraged to get to know the children’s families welland to establish relationships based on trust and shared purpose.This can include engaging parents as active partners in theassessment and evaluation of their children’s growth anddevelopment. For more details in this regard, please refer to Section 4.4, and Appendix E.
2.6 Sample Program Standards and Performance Criteria
As Prekindergarten teachers and partners consider quality of theirprogram, they may wish to refer to the Early Childhood ProgramStandards and Accreditation Performance Criteria developed in the United States by the National Association for the Education of Young Children (NAEYC). These may be found athttp://www.naeyc.org/accreditation/. Table 2.1 provides a list ofcontents to indicate the comprehensiveness of the NAEYC’s criteria.
Whether assessing and evaluating an existing program, or designinga new program, personnel could refer to all or part of the criteria inorder to prompt dialogue or to assess and evaluate the status of anygiven dimension of the Prekindergarten program. The list of criteriais not, of itself, an assessment and evaluation tool. If used as morethan a guide for discussion, it would be advisable to connect a ratingscale and comments section to the criteria. The criteria have beendeveloped in the United States so it is important for Saskatchewanpersonnel to consider how the criteria applies to the local context.
In addition, program personnel may wish to refer to the programstandards established by the respective states, south of the border. A convenient website that lists the links to state standards ishttp://www.ihdi.uky.edu/sparc/State_Standards_Links.doc .
Teachers shouldconsider the values of
parents and familieswhen assessing and
evaluating thePrekindergarten
children’s learning.
11Section 2
Table 2.1: National Association for the Education of Young Children (NAEYC) Early Childhood Program Standards and Accreditation Performance Criteria–List of Contents http://www.ihdi.uky.edu/sparc/State_Standards_Links.doc
Relationships Building Positive Relationships Among Teachers and FamiliesBuilding Positive Relationships Between Teachers and ChildrenBuilding Positive Relationships Among PeersCreating a Predictable, Consistent, and Harmonious ClassroomAddressing Challenging BehavioursPromoting Self-Regulation
Curriculum Essential CharacteristicsSocial-Emotional DevelopmentLanguage DevelopmentEarly Literacy DevelopmentEarly MathematicsTechnology, Scientific Inquiry, and KnowledgeUnderstanding Ourselves, Our Communities, and Our WorldCreative Expression and Appreciation for the ArtsPhysical Development and Skills
Teaching Designing Enriched Learning EnvironmentsCreating Caring Communities for LearningUsing Time, Grouping, and Routines to Achieve Learning GoalsMaking Learning Meaningful for All ChildrenUsing Instruction to Deepen Children’s Understanding and Build Their Skills
and KnowledgeAssessment Creating an Assessment Plan
Using Appropriate Assessment PracticesIdentifying Children’s Interests and NeedsDescribing Children’s Developmental ProgressAdapting Curriculum, Individualizing Teaching, and Informing Program DevelopmentCommunicating With Families and Involving Families in the Assessment Process
Health Adult and Child Practices for Health Promotion and Protection NutritionPractices for Maintenance of a Healthful Environment
Teachers Preparation, Knowledge and Skills of the Teaching StaffTeachers’ Dispositions and Professional Commitment
Families Knowing and Understanding the Program’s FamiliesSharing Information Between Staff and FamiliesNurturing Families as Advocates for Their Children
Community Linking With the Community Partnerships Accessing Community Resources
Acting as a Citizen in the Neighbourhood and the Early Childhood CommunityPhysical Indoor and Outdoor Equipment, Materials, and FurnishingsEnvironment Outdoor Environmental Design
Building/Physical DesignEnvironmental Health
Leadership and Leadership Management Management Policy and Procedures
Fiscal Accountability Policy and ProceduresHealth, Nutrition, and Safety Policy and ProceduresPersonnel PolicyProgram Evaluation, Accountability, and Continuous Improvement
13Section 3
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3 PREKINDERGARTEN ASSESSMENT ANDEVALUATION IN THE SCHOOLPLUS CONTEXT
SECTION OVERVIEW: SECTION OVERVIEW:
This section describes how Prekindergarten assessment and evaluation fitwithin the operation of Saskatchewan’s formal education system SchoolPLUS
direction. The following sub-topics are included in the Detailed Informationand Resources:
3.1 Validating Prekindergarten Efficacy• This first topic describes how assessment and evaluation activities
generate information that can be used by the school and communityto further learning opportunities for children, families, and staff.
3.2 Professional Learning Communities• The attributes and practices of professional learning communities are
summarized. This model has been adopted by many school divisionsto promote a positive collaborative culture to support childdevelopment and learning.
3.3 SMART Goals• Guidance is provided on how a SMART goals approach can
contribute to the use of assessment and evaluation information to enhance the Prekindergarten program.
3.4 Conclusion • This section concludes by emphasizing the importance of the role
Prekindergarten and other early learning and child care personnelplay in implementing SchoolPLUS philosophy and practices.
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DETAILED INFORMATION AND RESOURCES
3.1 Validating Prekindergarten Efficacy
(Efficacy: the achievement of preferred outcomes with anacceptable level of inputs.)
Assessment and evaluation activities are not ends in themselves. They are processes that gather meaningful information about children’slearning and allow teachers, parents and others to exercise valuejudgements about that learning. What really counts is what is done withthe judgements and conclusions reached regarding children’s learning.
Ideally, Prekindergarten teachers and other early learning and childcare personnel are able to discuss assessment and evaluation data withschool administrators, Kindergarten to Grade 3 colleagues, communitypartners, parents, and children. In collaboration, Prekindergartenteachers can:
• set appropriate learning goals for children; • identify strategies that will address those goals; and • secure the resources needed to accomplish the intended outcomes.
Within a SchoolPLUS context, schools and school divisions arecommitted to engaging the school staff, children and youth, families,partner agencies, and the broader school community in dialogue andaction to improve learning opportunities and outcomes for children andyouth. The success of this commitment depends on effective processesfor dialogue and access by all participants to accurate, appropriate, andmeaningful data about programs and children’s learning.
Even though decades of credible research has validated the value andefficacy of Prekindergarten, Head Start, and early education programselsewhere, Prekindergarten classes linked to schools are relatively newin Saskatchewan. Prekindergarten teachers and educational assistantscan see the remarkable growth and development among children thatis stimulated by their classroom settings, but many teachers at otherlevels, school and division administrators, and members of the broadercommunity may be unfamiliar with Prekindergarten programs andtheir value. It is highly desirable that all personnel in the school andcommunity understand and value Prekindergarten programs andcontribute to their success. It is important for Prekindergarten staff,supervisors, and administrators to identify what program and learningdata would be helpful to other audiences. By using some of theassessment and evaluation instruments and practices that are describedin this document, Prekindergarten staff and other leaders can generate
What do you believe are the most importantconnectionsbetweenPrekindergartenassessment andevaluation and theSchoolPLUS strategy?
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Assessment and Evaluation in Prekindergarten
useful information that will engage all interested parties to reflectupon and contribute to the continuous improvement of learningopportunities for children.
3.2 Professional Learning Communities
Many school divisions have adopted a professional learningcommunity model to support a positive collaborative culture toenhance child development and learning.
As noted by Sackney and Mitchell (2000), successful professionallearning communities tend to have three attributes:
1. Members of the community have a sense of intra-personalconfidence and efficacy (i.e., they feel good about themselves as professionals and what they can contribute in the schoolcommunity context).
2. Members of the community have inter-personal respect andcommunication skills (i.e., the school community has a culture inwhich important learning-related information can be shared andindividuals feel comfortable in participating actively in aprofessional dialogue).
3. The school community provides appropriate supports to facilitatedialogue and interaction (i.e., scheduled time, space, andresources).
Professional learning communities also share the following attributesand practices:
• They engage in processes to define their shared beliefs, values,mission, vision and goals.
• They form teams with flexible membership to set and accomplishgoals (school personnel, students, families, agency partners and/orcommunity members).
• Team members are committed to enhancing student learning orchild development.
• They gather meaningful data regarding what students have learned,connect that information to what learning should come next and setachievable goals.
• They collaborate to develop and implement strategies to addressthe identified learning needs.
• They assess and evaluate the effectiveness of their strategies andmake revisions as required.
For more information on professional learning communities and howto develop this type of collaborative learning culture within a school,please refer to the references for works by Danielson (2002); DuFour(1999); Holcomb (1999); Reeves (2004).
Do you think theimplementation of professional learningcommunities will benefitPrekindergartenassessment andevaluationpractices?If so, in what ways?
What really counts iswhat is done with thejudgements andconclusions reachedregarding children’slearning.
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3.3 SMART Goals
Professional learning communities often state their goals in whatCozemius and O’Neil (2001) refer to as SMART Goals. SMARTis an acronym for Significant/Strategic, Measurable, Achievable,Results-oriented and Time-bound. Examples of goals expressed in a SMART format would be:
“By October 31st, all children will wash their hands beforesnacks, without adult direction.”
“By the end of December, at least one caregiver from eachfamily will have participated in a classroom activity.”
“By March 31st, 75% of three-year-old children in my classwill be able to complete the last lines of five nursery rhymes.”
“By December 1st, Mary, Bill, and Jasmine will be able toidentify the letters in their own names.”
As seen in the above examples, a SMART goal sets a definite targetdate for a learning outcome to be mastered or a performanceindicator to be achieved. It also identifies the group of learners orparticipants and provides details with respect to the nature of theoutcome. Such clarity helps the teacher (or supervisingadministrator and other personnel) understand what the foci of theprogram are and allows instructional personnel to develop specificteaching or action strategies that will address the learning goals.
In keeping with the assessment and evaluation theme of thisdocument, it is very important to note that the use of a SMARTgoals approach begins and ends with an understanding of thelearners’ knowledge and skills.
• At the outset of the process, the teacher gathers information about what the children already know. With her/his professionalknowledge of the continua of learning outcomes that are stated orimplied in the curriculum, the teacher then determines what thenext developmentally appropriate learning outcome should be.
• He or she sets a realistic goal for the children and identifiesappropriate practices and resources.
• Observation and informal assessment will guide the teacher asshe/he modifies the environment to optimize the children’slearning.
• When the teacher believes that most or all of the children havemastered the intended learning outcome, she/he administers avalid assessment to confirm that the goal has been realized. If it
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has, she/he then proceeds to the next developmentally appropriategoal and makes provision for timely reviews and reinforcementactivities in order to promote retention of the previously learnedskills. If it has not, she/he would plan enhanced activities or, ifnecessary, revise the goal.
As can be seen in this process, the initial goal setting stems from theassessment of the children’s learning and the concluding step is theevaluation of the mastery of a new skill.
3.4 Conclusion
The professional learning community model and the use of SMARTgoals are consistent with the SchoolPLUS philosophy and cancontribute significantly to any school’s success. If the school inwhich the Prekindergarten is situated/linked has adopted aprofessional learning community and/or SMART Goals approach, itis important that the Prekindergarten staff and other early learningand child care personnel play active roles and participate fully in thisdimension of the school’s culture.
In addition to reading and implementing models from the literaturecited above, workshops for staff development can be arranged onthese topics. For example, the Saskatchewan ProfessionalDevelopment Unit (PSDU) offers workshops on Cognitive Coachingand other topics that enhance professional communications. It alsohas developed a series of workshops entitled “Coming Together…Building the Learning Community through Staff Development”.Further information on SPDU can be found athttp://www.stf.sk.ca/prof_growth/workshops_seminars/workshops_seminars.htm .
For SchoolPLUS to realize its potential, it is essential that all programs,Prekindergarten and other early learning and child care initiativesthrough the highest grade level, be developmental and coordinated.As Prekindergarten is a relatively new program, it is appropriate forthe Prekindergarten personnel and administrative leaders to ensurethat all of her/his colleagues are aware of the significance of theprogram and how it provides a solid base for all subsequent learningthat the children will accomplish. This information-sharing processis much more persuasive when supported by program specific datafrom valid and reliable assessment and evaluation practices thatrelate to well-defined and significant learning goals.
As you consider thefull scope of yourPrekindergartenprogram, whomcould you invite toparticipate in someor all of itsassessment andevaluation? What are theirrespective interestsand areas ofexpertise?
19Section 4
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4 A FRAMEWORK FOR PREKINDERGARTENASSESSMENT AND EVALUATION
SECTION OVERVIEW: SECTION OVERVIEW:
This section emphasizes that all dimensions of Prekindergarten programs should beassessed and evaluated on a systematic basis in order to ensure that program aims,goals, and objectives are being accomplished.
Six domains are proposed as a comprehensive framework that can potentiallyaddress all aspects of the Prekindergarten program. Each domain is then coveredmore fully in the Detailed Information and Resources.
4.1 The Prekindergarten Environment• The focus of this domain is on assessing and evaluating the
environment in which the Prekindergarten program takes place.• Two comprehensive instruments that have been widely used are
described. These are the Early Childhood Environment Rating Scale –Revised (ECERS-R) and the Preschool Quality Assessment (PQA).
4.2 Adult-Child Interactions• This domain describes how critical the interaction among the children
and the adults in the program, as well as teacher practices and strategiesto engage children, are to child development.
• To assess and evaluate this interaction, several instruments are noted thatprovide data regarding verbal and non-verbal adult-child interactions; thecharacter of communication between Prekindergarten staff and children;and the relationship of aspects of the teacher’s communication to specificlearning outcomes of preschool children.
4.3 Child Development• This domain organizes the areas of child development into three
categories as follows:• Physical Health and Well-Being (including gross and fine motor
development)
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Assessment and Evaluation in Prekindergarten
• Social Knowledge and Competence; Emotional Health/Maturity
• Language and Cognitive Development; Communication Skills andGeneral Knowledge
• A number of tools are described, including Regina Public School Division’sPrekindergarten Rubric, Saskatoon Public School Division’s PrekindergartenAssessment Tool, and the Early Development Instrument (EDI).
4.4 Family Engagement • The importance of assessing and evaluating the Prekindergarten program’s
family engagement practices is discussed in this domain. Several sources arementioned that provide direction for this task.
• Appendix D contains sample forms for reporting to parents.
• Appendix E provides examples of feedback forms that may be used to gaininput from parents parents.
4.5 Partnerships• This domain describes the importance of collaboration with partner
agencies and the community, and suggests various methods of assessing theeffectiveness of collaborative practices.
4.6 Long-Term Effects • This domain describes the benefits of assessment and evaluation of the long-
term effects of the Prekindergarten program and how it can lead to programimprovement and enhanced child outcomes.
21Section 4
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DETAILED INFORMATION
AND RESOURCES
In the pages that follow, each of the six domains is defined. Inaddition, examples are provided of recommended assessment andevaluation practices and/or instruments.
As noted in the acknowledgements at the beginning of thisdocument, much of the information regarding these elements camefrom Prekindergarten staff and associated partners in the fiveregional Prekindergarten workshops that were held in the winter of 2004-2005. The range of information they provided inspiresconfidence in the quality and scope of assessment and evaluationpractices that can be attained in all of Saskatchewan’sPrekindergartens.
The Framework forPrekindergartenAssessment andEvaluationidentifies sixdomains thatshould beassessed todetermine theeffectiveness of the program.What, if any, are your currentpractices in eachdomain?• Prekindergarten
Environment• Adult-child
Interactions• Child
Development• Family
Engagement• Partnerships• Long-Term
Effects
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Assessment and Evaluation in Prekindergarten
4.1 The Prekindergarten Environment
This domain focuses on the physical environment in which thePrekindergarten program takes place. It considers theappropriateness of a large number of elements including:
• size, maintenance and cleanliness of the classroom; • condition and adequacy of furniture and equipment; • quantity and quality of toys, books, and instructional materials; • suitability and maintenance of playground equipment; • appropriateness of the general program schedule; • space, furnishings, and equipment to accommodate activities
for families; • suitability of washroom facilities; • adequacy of food preparation areas; and • quality of transportation services.
Early Childhood Environment Rating Scale – Revised (ECERS-R)
Many Prekindergarten teachers and administrators, as well as childcare providers and preschool teachers in Saskatchewan, are familiarwith the Early Childhood Environment Rating Scale- Revised (1998)(ECERS-R). This instrument was originally published in 1980 andhas been used effectively in thousands of early childhood settingsacross North America. It is intended to be used in one room or withone group of children at a time. The age group for which ECERS-Ris designed is 2.5 through 5 years. The instrument is known to havehigh predictive validity (i.e., high ratings on the ECERS-R scalescan be reliably connected with superior learning outcomes bychildren in the program or classroom being rated), (Peisner-Feinberg& Burchinal,1997). With its history of use, ECERS-R is worthy ofconsideration for use in all Saskatchewan preschool settings.
ECERS-R is designed to be used by observers who havesuccessfully completed a short (typically two day) training andpractice session. A video training package is available fromTeachers College Press and there are qualified inservice trainersavailable in Saskatchewan.
It is possible for individual teachers who have been trained in theuse of ECERS-R to benefit from self-evaluation. It is preferablethough, for the instrument to be used by a trained observer who isnot directly engaged with the classroom or program being evaluated.An outside observer is often in a position to see things and to askquestions about dimensions of a program that may be overlooked ortaken for granted by those immersed in the Prekindergartenclassroom.
High ratings on theECERS-R scalesreliably can beconnected withsuperior learningoutcomes by childrenin the program orclassroom being rated.
24 Section 4
Assessment and Evaluation in Prekindergarten
ECERS-R comprises 43 rating scales that are grouped (see table4.1). At least 18 of the scales in ECERS-R address elements definedas being part of the Prekindergarten Environment domain. Theinstrument does not have scales that relate directly to transportationof children to and from the program, physical space to accommodateparents, nor outside playgrounds. Because each of these elementscan be important to the operation of a Prekindergarten, classroomand/or supervisory personnel may want to develop rubrics that aresimilar in structure to the ECERS-R model for these elements.
Each of the instrument’s 43 subscales is presented with a rubric thatincludes categories of attributes that are labelled “1-inadequate”, “3-minimal”, “5-good”, and “7-excellent”. The elements of levels 3, 5,and 7 of the rubrics reflect attributes that early childhood researchhas associated with successful programs. The trained observer isexpected to spend three to four hours to observe, ask questions ofstaff, and complete the ratings. A rating sheet for use by theobserver may be photocopied from the manual. Detailedinstructions for scoring are provided in the manual and are addressed in training sessions.
Ratings from the subscales of the ECERS-R provide teachers withdescriptors of specific elements of their programs. Where ratingsare “excellent”, staff have cause for celebration and incentive tokeep up the great work. Where ratings are less positive, the staff can focus on particular program or classroom features and can setspecific improvement goals. Depending on the nature of the goals,there may be an implication for staff development, or, in the case of a deficiency in the facility or equipment, the data from theinstrument could be used in resource allocation dialogues withprogram administrators.
ECERS-R has great potential to evaluate the quality of thePrekindergarten environment. ECERS-R also has rubrics that canprovide insight regarding other important domains of this framework(especially regarding Adult-Child Interaction).
25Section 4
Assessment and Evaluation in Prekindergarten
Table 4.1: Overview of the Subscales and Items of the Early ChildhoodEnvironment Rating Scale – Revised (ECERS-R)
Space and Furnishings1. Indoor space 4. Room arrangement for play2. Furniture for routine care, play 5. Space for privacy
and learning 6. Child-related display3. Furnishings for relaxation 7. Space for gross motor play
and comfort 8. Gross motor equipment
Personal Care Routines9. Greeting/departing 12. Toileting/diapering10. Meals/snacks 13. Health practices11. Nap/rest 14. Safety practices
Language-Reasoning15. Books and pictures 17. Using language to develop 16. Encouraging children to reasoning skills
communicate 18. Informal use of language
Activities19. Fine motor 24. Dramatic play20. Art 25. Nature/science21. Music/movement 26. Math/number22. Blocks 27. Use of TV, video, and/or computers23. Sand/water 28. Promoting acceptance of diversity
Interaction29. Supervision of gross motor activities 32. Staff-child interactions30. General supervision of children 33. Interactions among children31. Discipline
Program Structure34. Schedule 36. Group time35. Free play 37. Provisions for children with disabilities
Parents and Staff38. Provisions for parents 41. Staff interaction and cooperation39. Provisions for personal needs of staff 42. Supervision and evaluation of staff40. Provisions for professional needs of staff 43. Opportunities for professional growth
26 Section 4
Assessment and Evaluation in Prekindergarten
Preschool Program Quality Assessment
Although there may be merit in encouraging all Prekindergartenprograms in Saskatchewan to adopt ECERS-R as a commonly usedinstrument, another similar product that is also available. In 2003, the High/Scope Educational Research Foundation published a revisededition of PQA, Preschool Program Quality Assessment. Theresearch conducted by the publisher has established the predictivevalidity of this instrument and it appears that it would provide reliableand valid information regarding many aspects of Prekindergartenprograms. The PQA invites the rating of 63 elements intrinsic topreschool programs. The items are categorized as “classroom” itemsor “agency” items and each is presented with a rubric that describesattributes that are graded at levels one through five.
• The classroom items include Learning Environment (9 items),Daily Routine (12 items), Adult-Child Interaction (13 items), and Curriculum Planning and Assessment (5 items).
• The agency items include, Parent Involvement and Family Services (10 items), Staff Qualifications and Staff Development (7 items), and Program Management (7 items).
Additional information about the PQA and related materials may befound at http://www.highscope.org .
Like ECERS-R, the PQA can be a valuable source of assessment andevaluation information about the Prekindergarten Environment domainas well as other domains cited in this guide. Teachers and programadministrators may wish to reflect on their local needs and considerhow the use of one or parts of both instruments may be of value.
Saskatchewan Learning Documents
As teachers, administrators, and partners assess the quality of theirPrekindergarten learning environments, it is important to refer to thetables on pp. 25-27 of Better Beginnings, Better Futures: EffectivePractices Policy and Guidelines for Prekindergarten in SaskatchewanCommunity Schools (2004). These pages identify learning centres,necessary equipment, alternative themes and enhancements, andsample concepts and objectives that are associated with preferredPrekindergarten classrooms.
As well, Saskatchewan Learning’s Kindergarten curriculum, ChildrenFirst: A Curriculum Guide for Kindergarten (1994), providesinformation on evaluating an early childhood program (pp. 166-179).(Please note that the Kindergarten curriculum is about to be revised.When the revision is published, references to the Kindergartencurriculum will be updated on the website version this document.)
4.2 Adult-Child Interactions
Although the environmental elements addressed in the previousdomain have a profound impact on learning opportunities, classroompersonnel know that the nature of interaction among children and theadults in the program (teacher, educational assistant, and others)determines whether the children bloom or wither as learners.
Learning is essentially a socially mediated experience, and research(Caine & Caine, 1997) tells us that when children feel at once secureand stimulated, their ability to learn and retain knowledge and skillsis optimized. As such, it is very important that classroom personnelmonitor, assess, and evaluate the nature of their interactions withchildren.
The most effective program personnel have keen sensitivityregarding the effects of their communication on their audiences.They watch for facial expressions and body language, and they listencarefully to the audiences’ questions or comments in order to gaininsight into how their messages are being interpreted. In light of thisnon-verbal or verbal feedback, the best communicators adjust theirapproaches or style of communication in order to promoteunderstanding. They engage constantly in this informal assessmentand evaluation process automatically and very informally as a normalpart of communication.
This informal assessment of one’s communication is a cornerstone of successful interaction with young children. Sometimes, though,individuals are not the best observers of their own behaviour. As well,perceptions of self or of the formal role can distort objectivity. Fromtime to time, all professionals benefit from observation by trained,objective, and supportive observers. The value of such observation isgreatly enhanced if the subject of the observation and the observeragree, in advance, on the kind of communication that is to be observedand the criteria that will be applied in evaluating its effectiveness.
Early Childhood Environmental Rating Scale – Revised (ECERS-R) and Preschool Program Quality Assessment (PQA)
ECERS-R includes nine subscales that directly or indirectly addressdimensions of adult-child interaction (please refer to Table 4.1). TheECERS-R observer can provide classroom personnel with credibleand useful feedback regarding verbal and nonverbal adult-childinteractions as part of the overall ECERS-R assessment. Similarly, ifthe PQA were to be used, the 13 items in the Adult-Child Interactionsection would provide excellent insight and data for reflection.
The nature ofinteraction amongchildren and the adultsin the program(teacher, educationalassistant and others)determines whether thechildren bloom orwither as learners.
27Section 4
Assessment and Evaluation in Prekindergarten
28 Section 4
Assessment and Evaluation in Prekindergarten
Caregiver Interaction Scale (CIS)
Some practitioners in Saskatchewan have made excellent use of aspecialized instrument that provides an analysis of the nature ofadult-child interaction. The Caregiver Interaction Scale(CIS)(Arnett, 1989) can be used by an observer to identify theprogram personnel’s attributes when communicating with children.Following a recommended observation period of two hours, theobserver rates 26 elements on a four-point scale. The scores are thenanalyzed in order to rate the subject’s interaction with children onfour characteristics:
a. Positive Interaction (warm, enthusiastic, developmentallyappropriate);
b. Punitiveness (hostility, harshness, and use of threat);c. Detachment (uninvolvement and disinterest); andd. Permissiveness.
The teacher or educational assistant’s ratings can serve as excellentdata upon which she/he can reflect and, if necessary, promptbehavioural changes. Re-administration of the scale some weeks ormonths later can provide good follow-up data regarding the successof efforts to change. As well, in order to put the ratings in context,the scores may be compared to the average scores of other groups ofearly childhood personnel.
Observers should be trained in the use of the Caregiver InteractionScale in order to confirm their inter-rater reliability. As theinstrument has no publisher, no formal training programs for CISobservers have been found. However, this training is sometimesprovided as an extension to training for ECERS-R observers (Jaeger& Funk, 2001).
A copy of the instrument and instructions for scoring can be found athttp://www.mschildcare.org/resources/caregiverinteractionscale.html .Information regarding the reliability and validity of the instrumentcan be found athttp://www.acf.hhs.gov/programs/opre/ehs/perf_measures/reports/resources_measuring/res_meas_impa.html .
Classroom Assessment Scoring System (CLASS)
The National Center for Early Development and Learning (NCEDL)in the United States, recently conducted a very large-scale study ofchildcare programs and Pre-Kindergarten classrooms (for four-yearold children). The Multi-State Study of Pre-Kindergarten hascompleted the data collection phase and has issued interesting initialreports that speak to the remarkable variability in practices, quality,
In which areas do you wish to enhanceassessment and evaluationpractices? Are thereinstruments or tools you would like to use? Do theseinstrumentsrequire specialtraining? How can youarrange fortraining?
29Section 4
Assessment and Evaluation in Prekindergarten
and outcomes among the centres and classrooms studied.Saskatchewan early childhood personnel and administrators areencouraged to read the initial report which may be found athttp://www.fpg.unc.edu/~NCEDL/PDFs/ED9_1.pdf .
This study relied on two instruments to gather most of thePrekindergarten classroom data. One instrument, ECERS-R, isdescribed above. The other instrument, the Classroom AssessmentScoring System (CLASS), is of particular interest in examiningAdult-Child Interactions.
CLASS gathers information on 14 important constructs, manytargeting interactions between teachers and children:
1. Positive emotional climate 8. Instructional learning formats2. Negative emotional climate 9. Roteness3. Teacher sensitivity 10. Quality of feedback4. Over-control 11. Literacy5. Behaviour management 12. Mathematics6. Productivity 13. Science7. Concept development 14. Social studies
A detailed description of the CLASS instrument may be found in thearticle Standardized Classroom Observations from Pre-K to ThirdGrade: A Mechanism for Improving Quality Classroom ExperiencesDuring the P-3 Years (Pianta, 2003). The article is available athttp://www.ffcd.org/news/publications.html .
In considering the possible use of CLASS, note that its reliable usedemands training for observers. As well, the completion of theinstrument is based on half day, or longer, classroom observations.Consideration would also be given to the extent to which theinstrument reflects the goals and objectives of the SaskatchewanPrekindergarten program.
The instrument makes very definite connections between adult-childinteractions and the quality of school program outcomes in terms ofreadiness to learn in four academic areas. Emphasizing such linksmay spark an interesting and useful dialogue among thoseprofessionals who emphasize a purely play-based program and those who place more emphasis on connecting the developmentalactivities of Prekindergarten with preparation for success insubsequent grades.
Teachers make itstandard practice toobserve children’sstages of developmentin order to determinesubsequent strategiesand practices.
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Assessment and Evaluation in Prekindergarten
4.3 Child Development
Prekindergarten personnel in Saskatchewan are most familiar withassessment and evaluation practices and instruments in this domain.Teachers make it standard practice to observe children’s stages ofdevelopment in order to determine subsequent strategies andpractices. They also commonly assess and evaluate the degree towhich children master the intended content and skills. As well, allteachers use assessment and evaluation information to reportchildren’s progress to parents and to develop appropriate records.
Saskatchewan Learning Documents
Child development is multi-faceted and developmental frameworksare presented in a variety of forms. A general reference for teachersin Saskatchewan is the set of Developmental Benchmarks cited onpp. 52-53 of Better Beginnings, Better Futures: Effective PracticesPolicy and Guidelines for Prekindergarten in Saskatchewan Schools(2004).
As well, Children First: A Curriculum Guide for Kindergarten(1994), provides Prekindergarten teachers with a useful contextualreference that identifies the developmental expectations to beaddressed for five-year-old children. At regional workshops leadingup to the development of this guide, participants cautioned againstattempts to apply the Kindergarten curriculum rigorously inPrekindergarten environments. They acknowledged, though, thatpart of the purpose of Prekindergarten is to prepare the children tosucceed in the Kindergarten setting. As such, Prekindergarten staffneed to be aware of the curriculum for five-year olds and thedevelopmental continua that extend into the next level. With this inmind, Prekindergarten teachers may want to review pp. 20-25 in theKindergarten document, the Foundational Objectives DevelopmentalChart, which identifies age-appropriate development in the areas ofsocio-emotional, physical and intellectual development. As well, p.62 of the Kindergarten curriculum guide sets out the PrephonemicStage observable understandings and activities that are appropriate at the preschool level.
Prekindergarten teachers do not have to invent new forms forrecording assessment information. Appendix D of this guidereproduces the rating scales and observation and reporting forms that were published initially in the Kindergarten curriculum guide(pp. 183-199 and 144-146). Some of the forms may be used in thePrekindergarten context as is, while teachers may want to adapt thecontent of others to suit their particular environments.
32 Section 4
Assessment and Evaluation in Prekindergarten
Regina Public Schools’ Prekindergarten Rubric
Prekindergarten staff of the Regina Public School Division, inconsultation with personnel from the Saskatchewan InstructionalDevelopment and Research Unit (SIDRU) at the University ofRegina, have engaged for the past few years in a longitudinal studyof their program. As part of this study, the personnel developed aPrekindergarten Rubric that addresses communication, literacy,cognitive, and social/emotional development among Prekindergartenchildren. The Prekindergarten Rubric is presented as Appendix B.
Saskatoon Public Schools’ Prekindergarten Assessment Tool
Staff of the former Saskatoon Community Schools PrekindergartenBoard (now part of the Saskatoon Public School Division) developedthe Prekindergarten Assessment Tool to help teachers assesschildren’s receptive language, expressive language, literacy,numeracy, large motor, fine motor, social and emotional, self-identity, safety, self-help/independence, and academic skills. ThePrekindergarten Assessment Tool is reproduced in Appendix C along with its companion document, Teacher Tools and Activities To Encourage the Development of Skills.
Early Development Instrument
A number of school divisions in Saskatchewan have used the EarlyDevelopment Instrument (EDI), which was developed by the OffordCentre for Child Studies (formerly the Centre for Studies of Childrenat Risk) at McMaster University. The EDI is a questionnaire that iscompleted by Kindergarten or Prekindergarten teachers withreference to individual children, aged four or five. The questionnaireis quite detailed with approximately 100 fields of informationrequested. The instrument is to be completed by teachers after theycome to know their individual students well, typically in February orMarch. Completion of each child’s questionnaire takesapproximately 20 minutes after a short training period of an hour ortwo. Although the information is collected on individual children,the completed questionnaires are sent to the Offord Centre wherethey are scored. Data are aggregated for each site and reports areissued regarding the school, neighbourhood or community level.
The EDI measures children’s readiness to learn in school in fiveimportant domains:
1. Physical Health and Well-being • holding a pencil• running on the playground• motor coordination
33Section 4
Assessment and Evaluation in Prekindergarten
• adequate energy levels for classroom activities• independence in looking after own needs• daily living skills
2. Social Knowledge and Competence• curiosity about the world• eagerness to try new experiences• knowledge of standards of acceptable behaviour
in a public place• ability to control own behaviour• appropriate respect for adult authority• cooperation with others• following rules• ability to play and work with other children
3. Emotional Health/Maturity• ability to reflect before acting• a balance between too fearful and too impulsive• ability to deal with feelings at the age-appropriate level• empathic response to other people’s feelings
4. Language and Cognitive Development• reading awareness• age-appropriate reading and writing skills• age-appropriate numeracy skills• board games• ability to understand similarities and differences• ability to recite back specific pieces of information from
memory
5. Communication Skills and General Knowledge• skills to communicate needs and wants in socially
appropriate ways• symbolic use of language• story telling• age-appropriate knowledge about the life and world around
Two Additional Indicators:
• Special Skills: literacy, numeracy, dance, music, and others• Special Problems: health problems, learning problems,
behaviour problems
The EDI is not intended for use as a diagnostic instrument to assessthe learning needs of individual children. It does, however, provideuseful comparative information about the characteristics of children.
Do you refer tocontinua in each of the childdevelopmentdomains in orderto determinewhether each ofthe children isprogressingnormally? How do you use this data to enhanceprogramming and professionalpractices toimprove childdevelopmentoutcomes?
34 Section 4
Assessment and Evaluation in Prekindergarten
The EDI has been used with over 293,000 children in Canada in thepast seven years (8075 in Saskatchewan). With such a strong andrecent Canadian reference base, teachers, school and divisionadministrators, community leaders, and politicians can make validand reliable inferences about the readiness to learn of local childrencompared to national norms.
The EDI does not measure the effectiveness of the Kindergartenprogram that the children currently attend. Nor does it providedirect evidence of the effectiveness of any Prekindergarten programthat the children may have attended as three- and/or four-year olds.It does present information about the relative readiness of groups ofchildren to benefit from their current school situations.
So why should those involved with Prekindergarten programs beinterested in having their former students assessed by the EDI?There are at least three good reasons.
1. First, if the data show that there are a significant number ofchildren in a particular neighbourhood or community who arebelow the Canadian norm in specific domains, communities can use the information to establish or augment early childhoodprograms and services.
2. Second, if the data include information on children from similar socio-economic backgrounds, some of whom attendedPrekindergarten and some of whom did not, it may be possibleto infer the effects that may be attributed to the Prekindergartenprogram. (Such information tends to affirm the merits ofcontinuing or augmenting the Prekindergarten programs.)
3. Third, if EDI data are available over time, it may be possiblefor Prekindergarten personnel to observe patterns ofdevelopmental strengths and weaknesses among the children.Such information could inform instructional and programmingdecisions that would adjust the emphases of the Prekindergartenprogram.
In summary, the use of the EDI requires a significant investment oftime and analytical resources. The benefits yielded by the resultingdata can be of great value to all those interested in improving thesuccess of children in school.
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Assessment and Evaluation in Prekindergarten
Developmental Dimensions
As noted above, the EDI provides an overview of young children’sPhysical Health and Well-being, Social Knowledge and Competence,Emotional Health/Maturity, Language and Cognitive Development,and Communication Skills and General Knowledge. In assessingand evaluating the development of individual children, however,Prekindergarten teachers need to refer to more detailed continua ofdevelopment in order to:
• identify the stages of growth that they have attained; • understand the degree to which the growth has been mastered; and • be aware of the next developmentally appropriate elements to
address.
The sections that follow provide some suggestions regardingassessment and evaluation references, tools, and practices for each of the developmental dimensions. Although the references are notexhaustive, they will provide starting points from which teachers canrefine their practices to suit the needs of their respective settings.
Physical Health and Well-BeingAlthough Prekindergarten staff ensure that the safety and sanitationof the Prekindergarten environment are appropriate (see references to the Prekindergarten Environment in Section 4.1), and, in manycases provide a nutritious snack or lunch to children, the primaryresponsibility for supporting the physical health and well-being ofthe children rests with their families. Secondary support for thefamilies in this area will typically be led by public health nurses orother specialized personnel from the Regional Health Authority.
The role of the Prekindergarten staff, in respect of the generalphysical health and well-being of the children is most often one ofobservation and communication with parents and/or referral to otheragencies. Although this may be viewed as a supporting role, it isvery important that the Prekindergarten staff be keen observers ofthe general state of health of each child and the extent to which thechild’s health enables him/her to participate in and benefit from thePrekindergarten program.
36 Section 4
Assessment and Evaluation in Prekindergarten
Communication with FamiliesMany of the health and well-being issues that come to aPrekindergarten teacher’s attention will stem from recordedobservations of the children’s behaviour. If a child is often very tiredand tends to fall asleep during the program, the teacher may wish todiscuss the child’s sleep patterns with the family. If the child is typicallyirritable, tired, and inattentive, questions can be raised about thechild’s breakfast habits and general nutrition.
Communication with the family based on mutual trust and respect are, of course, essential to the success of such discussions.Conversations about a child’s health and well-being can be verysensitive and parents may be defensive. The focus of suchconversations need to focus on the child’s behaviour. Subsequentdialogue may address possible causes. In order to keep a positivetone in such situations, it may be helpful to have anecdotal records of observations to support the teacher’s concerns. Such notes bringa measure of objectivity to the observations and may elicit theunderstanding and support of the parent. It may also be helpful andtrust building to invite the parent to attend the class to observe thechild and develop a record of the behaviours that are of concern.
Battlefords Early Childhood Intervention ProgramDevelopmental Chart
Prekindergarten teachers who are interested in the “normal” patternsof physical development of young children should contact the publichealth nurse associated with their programs. There are variouscharts and tables available for reference. One such chart has beenprepared by the Battlefords Early Childhood Intervention Program.It provides a few normal references for various age groups fromzero through five years of age with reference to gross motor, finemotor, visual, feeding, social (emotional) and speaking and hearing.It is available for sale in colourful 8 1/2 x 11 or wall poster sizes.The agency may be contacted by telephone at 306-446-4545.
Saskatchewan Learning Documents
Prekindergarten teachers can also refer to the DevelopmentalBenchmarks (which include references to gross and fine motorskills) that are cited in Appendix A of Better Beginnings, BetterFutures (pp. 52-53). Although only a few elements are stated, thepages provide a continuum of development for children from agetwo through six years. Children First: A Curriculum Guide forKindergarten (pp. 22-23) describes the physical developmentexpected of children at that level.
37Section 4
Assessment and Evaluation in Prekindergarten
Websites
There are many websites that provide developmental overviews of gross and fine motor skills for the age range of interest toPrekindergarten staff. One such site ishttp://www.pbs.org/wholechild/abc/physical.html .
From this site, one may connect to similar overviews of social andemotional development, thinking skills, and communication skills.Links are also provided that cite resources and activities for parentsand early care providers.
Using a Continuum to Develop an Assessment Tool
Although the above references provide information regarding thenormal continua of gross and fine motor development, they are not,in their current forms, assessment or evaluation instruments.Teachers who wish to use them for assessment and evaluationpurposes will have to connect the elements of the continua tochecklists with descriptors such as “Beginning to Develop”,“Developing”, and “Fully Developed”. Alternatively, a more timeconsuming but more detailed assessment and evaluation formatcould be developed with descriptive rubrics related to the variousstages of development of the several skills.
Ages and Stages Questionnaires
Public Health, Early Childhood Intervention Program, and otheragencies have a wealth of information on the health and well-beingof children. A number of these agencies use the Ages & StagesQuestionnaires (ASQ) which may be completed by parents atintervals of several months from four through 60 months of thechild’s age. Prekindergarten staff can consult with partner agenciesregarding the use of the instruments as assessment tools. The toolsaddress several dimensions of child development includingcommunication, gross motor, fine motor, problem solving, personal-social, and general.
In addition to the questionnaires, the publisher also promotestraining sessions and other related support materials including aparent activity book that provides age-appropriate activities thatsupport child development in the areas assessed. The currentwebsite that describes these materials ishttp://www.brookespublishing.com/store/books/bricker-asq .
Who should be involved inplanningassessment andevaluation in thePrekindergartenprogram? To whom should you reportassessment andevaluationoutcomes?
38 Section 4
Assessment and Evaluation in Prekindergarten
Assessment, Evaluation, and Programming System for Infants and Children
The same publisher (above) also sells the Assessment, Evaluation,and Programming System for Infants and Children (AEPS-Rev. Ed.).This is a revised edition of materials that have been available since1984. The materials link assessment, intervention and evaluationactivities for children from birth to six years who have disabilities orare at risk for developmental delays. The administration guide, tests,and related forms are supported by curricula for the two age ranges(birth-three years and three-six years). The materials address finemotor, gross motor, cognitive, adaptive, social-communication, andsocial dimensions of learning. The website that describes thesematerials is http://www.brookespublishing.com/store/books/bricker-aeps/
Note: For program criteria that would support the physicaldevelopment of children, please refer to the Early ChildhoodProgram Standards and Accreditation Performance Criteria cited in Section 2.4.
Social Knowledge and Competence; Emotional Health/MaturitySocial Knowledge and Competence and Emotional Health/Maturityare two domains identified in the Early Development Instrument(EDI). These two fields are closely related and their assessment and evaluation are addressed together in this section.
Growth and development of social and emotional skills amongyoung children are prerequisites to all other learning that takes place in the Prekindergarten and other settings. Effective teacherstypically monitor the social and emotional growth of the childrenthrough informal observation and respond to children’s needs in aprompt, engaged, and supportive manner. The skills required in thiscontext are referred to in Section 4.2 on Adult-Child Interactions.Such informal observation, assessment, and interactions are essentialbut not sufficient, however, to ensure the systematic development ofthe children’s social and emotional capacities. With this in mind,assessment methods should determine where the children are alongthe developmental continua. Learning opportunities would then bestructures to reinforce those skills that are developing and introduceappropriate new learning challenges.
Developmental Continuum
In order to assess and evaluate children’s progress in these areas, it isimportant to understand the normal continua of development so that
Effective teacherstypically monitor thesocial and emotionalstates of the children
through informalobservation and
respond to children’sneeds in a prompt,
engaged andsupportive manner.
39Section 4
Assessment and Evaluation in Prekindergarten
teachers can identify how far particular children have advanced andwhat developmentally appropriate social and emotional behaviourskills should be addressed next. As noted above regarding gross andfine motor skills, there are various short lists of age-appropriatedevelopment available to which teachers may refer. Many of thesame lists also refer to emotional and social skills. Teachers mayrefer to:
• Appendix A in Better Beginnings, Better Futures (pp. 52-53); • the developmental chart produced by the Battlefords Early
Childhood Intervention Program (reference information is cited in Physical Health and Well-being); or
• the charts found at http://www.pbs.org/wholechild/abc .
As well, please refer to Children First: A Curriculum Guide forKindergarten (pp. 20-21) for the descriptors of socio-emotionaldevelopment expected at the Kindergarten level in Saskatchewan.For program criteria that support the social and emotionaldevelopment of children, please refer to the Social-EmotionalDevelopment section of the Early Childhood Program Standardsand Accreditation Performance Criteria cited in Section 2.4.
Missouri Pre-K Social and Emotional Development Standardsand Approaches to Learning
Those teachers who are looking for a much more detailed continuumof social and emotional developmental stages and skills can refer tothe Missouri Pre-K Social and Emotional Development Standardsand Approaches to Learning (November, 2002). These standardsalso have an accompanying teacher’s guide and parent handbook.This publication is particularly useful as its guiding principles areconsistent with Saskatchewan’s Prekindergarten guidelines; thecontent is supported by current credible research on early childhooddevelopment; the material is comprehensive; and the format isteacher and parent friendly.
The Missouri documents are organized by:
• Content Components such as knowledge of self and knowledge of others;
• Process Standards for each component that describe competenciessuch as developing self-control and building relationships ofmutual trust and respect with others;
• Indicators that are observable milestones in the development ofcompetencies, such as initiating interactions with others andparticipating successfully as a member of a group; and
• Examples that describe specific behaviours that children may
40 Section 4
Assessment and Evaluation in Prekindergarten
exhibit in their development, such as expressing preferences,listening while others speak, and sharing ideas in a group situation.
This valuable resource may be accessed online athttp://www.dese.state.mo.us/divimprove/fedprog/earlychild/PreK_Social_Standards.html
All of the above-referenced materials contain continua of normalage-appropriate behaviours. As was the case with the material citedin the preceding section on Physical Health and Well-Being, teacherswill need to augment this format with checklists with “Beginning toDevelop”, “Developing” and “Highly Developed” categories.(Teachers may, of course, substitute other terms that they prefer.)Alternatively, but much more time-consuming to develop, teacherscould choose to develop descriptive rubrics for the pertinent items.
Ages and Stages Questionnaires (ASQ)
The ASQ, mentioned earlier in Physical Health and Well-Being, hasrecently been supplemented by a separate product, the ASQ-SE,which focuses specifically on the social and emotional developmentof young children. The current website that describes ASQ materialsis http://www.brookespublishing.com/store/books/bricker-asq .
Regina Public School Division’s Prekindergarten Rubric
Please refer to the 10 items in the Social/Emotional Developmentsection of the Rubric, which appears as Appendix B. (Please notethat the “Colour Code Check Mark” columns of the Rubric refer todifferent colours that teachers would use at different times of theyear as they complete the Rubric for individual children.)
Saskatoon Public School Division’s Prekindergarten Assessment Tool
Please refer to the Social and Emotional Skills and related skill areas as shown in Appendix C.
Language and Cognitive Development; Communications Skills and General KnowledgeOf the six domains of Prekindergarten operations that this guideaddresses, the child development domain is the most developed inSaskatchewan Prekindergartens and in the professional literature.Similarly, of the dimensions of child development, none is as welldeveloped as the fields of language and cognitive development andcommunications skills and general knowledge. As these aspects oflearning and development are so closely related in young children,and as instruments developed by different researchers group related
41Section 4
Assessment and Evaluation in Prekindergarten
skills in various combinations, these dimensions of learning that areidentified in the EDI model are addressed together in this section.
Saskatchewan Learning Documents
As noted in previous sections, a good starting point forPrekindergarten teachers who are looking for developmentalbenchmarks for age-appropriate skills for children is Appendix Aon pp. 52-53 of Better Beginnings, Better Futures. The intellectualskills cited in this table provide useful insights. As well, please referto the list of intellectual skills cited in Children First: A CurriculumGuide for Kindergarten (pp. 24-25) in order to see where thecontinuum of skills leads at the next school level.
Early Literacy: A Resource for Teachers (2000) provides adevelopmental continuum for language and literacy developmentfrom Prekindergarten to Grade 3. The document also providesassessment and observation forms for language development alongwith strategies and activities.
Websites
Teachers who are looking for very accessible references to thinkingskills or communication skills may wish to refer to the lists ofmilestones cited on the following websitehttp://www.pbs.org/wholechild/abc . It is not only easily read butalso provides supplementary references for caregivers and parents.
For program criteria that support language, other curricular areas,and cognitive growth among young children, please refer to thecurriculum section of the Early Childhood Program Standards andAccreditation Performance Criteria cited in Section 2.6.
Authoritative information about the continua of languagedevelopment for young children may be found athttp://www.asha.org/public/speech/development/child_hear_talk.htm,the website of the American Speech-Language Hearing Association.In addition to a developmental continuum, the website providesadvice regarding the caution that should be exercised in assessingindividual children’s language development. A similar set oflanguage development information may be found athttp://www.speechdelay.com/testrosemilestones2.htm .
These language development continua are not, of themselves,assessment nor evaluation instruments. In order to be used as such, the Prekindergarten teacher would incorporate the continua’selements into a checklist format with appropriate descriptor
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categories such as “Beginning to Develop”, “Developing” and“Highly Developed”.
The University of Waterloo is currently engaged in a comprehensivestudy that will be of interest to Canadian educators of young children.The goal of their project is to develop a questionnaire that capturesimportant milestones in children’s early language development from18 to 47 months of age. Saskatchewan Prekindergarten personnelmay follow the progress of this project athttp://www.childstudies.uwaterloo.ca/ .
Regina Public Schools’ Prekindergarten Rubric
This document includes nine elements that address communicationdevelopment; several elements that examine literacy development(including early reading and writing behaviours); and rubrics thatdescribe aspects of cognitive development. Please refer to Appendix B.
Saskatoon Public Schools’ Prekindergarten Assessment Tool
Please refer to Appendix C to find rubrics that address receptivelanguage skills, expressive language skills, literacy skills, numeracyskills, academic skills, and other related areas of development.
Other Tools
There are many commercially published tests of language andcognitive development available to teachers and other professionals.At Prekindergarten assessment and evaluation workshops in 2004/05,teachers identified the Brigance Inventory of Early Development, thePeabody Picture Vocabulary Test, the Boehm Test of Basic Concepts,and the Kaufman Survey of Early Academic and Language Skills asbeing helpful. All of these tests have long records of credible use inNorth America. Teachers wishing to explore the merits of any suchtest may wish to consult with their school division’s student supportservices consultant.
One website that is very useful as a source of comparativeinformation on many alternative tests is that of the SouthwestEducational Development Laboratoryhttp://www.sedl.org/reading/rad/chart.html .
The above references should meet the assessment needs of mostPrekindergarten staff. If additional, more detailed information isrequired regarding the language, communication, or cognitivedevelopment of children, the teacher should contact a speech-language pathologist or educational psychologist.
4.4. Family Engagement
NOTE:As Prekindergarten children come to us from families andsupport structures of various forms, the terms “family” and“parents” are used synonymously in this section.
The family is the first and most important teacher that any child has.Prekindergarten personnel recognize that the children in their classesspend many more hours each week learning within the home andcommunity than they do in the classroom setting. As a result, theinstructional activities and learning that take place in the classroomare always mediated by the experiences in which the childparticipates in the home. Just as Prekindergarten staff care deeplyfor the well-being and development of the children in their care, sotoo, do family members want to see their youngsters thrive. Giventhis common interest, it is essential that school personnel make everyeffort to engage the children’s family members as active partners inthe education enterprise.
Some families, however, are reticent to participate actively in theformal education of their children. Prekindergarten staff need to beinviting, supportive, accepting and gently persistent in order tooptimize the participation of families. So, as Prekindergarten staffassess and evaluate their program’s family engagement practices,what should they look for? What are the characteristics of preferredengagement? What measures should be applied in evaluatingsuccess?
First, it is appropriate to acknowledge that the expectation forparental involvement in the Prekindergarten program is spelled outexplicitly in Better Beginnings, Better Futures.
• The Vision Statement (p. 4) says, “... Family members and caregivers are active participants in the children’s development and are provided with parenting skill development opportunities andsocial and health supports. Development and support forPrekindergarten is the shared responsibility of school divisions,community agencies, family members and the province.”
• The program’s third goal (p. 4) is, “Increased ParentingEffectiveness and Shared Responsibility...Through their activeinvolvement in the Prekindergarten program, parents enhance their parenting skills and share responsibility for the well-beingand education of their children.”
• The program’s Principles and Strategies (pp. 5-6) reiterate the centrality of family engagement in the program.
Prekindergarten staffneed to be inviting,supportive, acceptingand gently persistent inorder to optimize theparticipation of families.
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• The section on Parent and Family Involvement details theexpectation that programs will have parents in the classroom;there will be home visits and liaison; there will be a parent/schooladvisory council; and there will be family education programs (pp. 12-15). Suggestions as to how to go about realizing theseexpectations are set out on pp. 42-45 and the roles expected ofparents are detailed on pp. 49-50.
Developing Family Engagement Assessment and Evaluation Forms
One approach that Prekindergarten staff or administrators might taketo assess and evaluate their program would be to use a form basedon the 34 suggestions regarding family engagement found on pages42-45 of Better Beginnings, Better Futures. Personnel could ratetheir program’s implementation of the respective suggestions,discuss the results, celebrate successes and set SMART goalsregarding priority areas for improvement (see the SMART goalsreference in Section 3.3).
Sample forms are shown in Tables 4.2 to 4.6. Teachers andadministrators should modify the forms and content to reflect theparticulars of their respective programs.
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TABLE 4.2: Involvement of Parents and Family Members in the Classroom
CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)
Comfortable seating outside classroom door has been set up for parents.
Signs welcome parents and direct them to the Prekindergarten classroom.
Staff ask parents for information and suggestions regarding their children.
Food/snacks are provided to parents at school events.
Parents are used to recruit the engagement of other parents.
Parent volunteers are given meaningful tasks that use their skills.
Extended family members are encouraged to volunteer.
Parents are welcome to visit the classroom at any time.
TABLE 4.3: Communications with Families
CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)
All verbal and written communication is clear and easily understood by parents.
Personal notes regarding the children’s learning are sent home on a regular basis.
Monthly newsletters and calendars of events are sent home.
A “communications tree” has been established to engage parents in helping communicate class information.
Home visits are conducted to establish and maintain trust and communication.
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TABLE 4.4: Enhancing School/Home Liaison and Home Visits
CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)
Arrangements for visits are made with the parents in advance.
The teacher plans the visit’s topics in advance and focuses on being positive and informal.
The teacher explains and models how she/he plays with the child in the Prekindergarten.
The teacher models the use of materials in the home that can be used to promote the child’s learning.
The teacher plans with the parents how they can play complementary roles in teaching the child.
The teacher tells the parent about the child’s favourite centres in the classroom and explains the importance of play in such settings.
The teacher talks to parents about their child’s development in positive terms.
The teacher explains how the children’s input regarding interests influences the instruction.
The teacher asks about the parents’expectations regarding the Prekindergarten program.
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TABLE 4.5: Parent Advisory Committees
CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)
The advisory committee has clearly defined purposes, roles, responsibilities and authority.
The advisory committee deals with educationally meaningful and worthwhile issues.
The membership of the advisory committee is representative of the program’s families and community.
The advisory committee is inclusive and invites the participation of all interested parents.
The advisory committee provides opportunities for leadership skill development (e.g., problem solving, group dynamics, communication).
Meetings are well planned with agenda that are action oriented.
The school personnel accept that each advisory committee is unique in terms of member participation.
Please note that in Community Schools there should already be a Community School Council. It is not intended that the Prekindergarten program should necessarily duplicate this forum.
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TABLE 4.6: Providing Family Education Opportunities
CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)
Teacher time is regularly scheduled to arrange and/or deliver family education sessions.
Discussion and observation inform collaboration with parents to determine family education topics.
Consultation with parents and possiblythe Community School Coordinator determines the venues for family education activities (e.g., school, homes, or community venues).
The topics and locations of family education activities are varied according to the nature of learning activities.
Family education activities are scheduledto meet the families’ needs and the intended educational outcomes.
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National Association for the Education of Young Children Early Childhood Program Standards and AccreditationPerformance Criteria
In assessing and evaluating their practices and relationships withfamilies, Prekindergarten teachers may also want to compare theirprogram’s activities with those defined in the above document (seewebsite reference in Section 2.6). The criteria contain over 40references to best practices in this domain under the headings of:
• Building Positive Relationships Among Teachers and Families;• Communicating With Families and Involving Families in the
Assessment Process;• Knowing and Understanding the Program’s Families;• Sharing Information Between Staff and Families; and• Nurturing Families as Advocates for Their Children.
In order to use the document’s criteria for more than a dialogueguide, Prekindergarten staff should connect the criteria to a ratingscale similar to those in tables 4.2 to 4.6..
Early Childhood Environment Rating Scale
For those programs that use the Early Childhood EnvironmentRating Scale (ECERS-R), reference may be made to rubric #38,Provisions for Parents, as one source of assessment and evaluationinformation.
Ages and Stages Questionnaires
Prekindergarten teachers can communicate their respect for theparents by soliciting their opinions about the children’s learningachievements, needs, and interests. This may be done informally inthe context of home visits or can be accomplished by having parentsuse formal instruments such as the Ages and Stages Questionnaire(see information on this instrument in 4.3). If formal instruments areto be used, the teacher should ensure that the parent has the readingskills needed to complete the tasks independently. If help is needed,the teacher, an educational assistant, or other personnel could guidethe process.
Informal Communication with Families
Parents should feel that they have access to the Prekindergartenclassroom on any day to converse with the teacher about their child(without disrupting the program, of course). Informal conversationsbefore or after the classes are an excellent means of engaging theparents in a non-threatening manner.
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Formal Communication with Families
Teachers also have the responsibility to create and to present formalreports to parents about the children’s progress. The formal reportcards sent home from many schools try to serve two functions.First, they endeavour to communicate to parents the learning that thechildren have accomplished or on which they are working. Second,copies of the reports go into the children’s formal records to provideinformation about the children’s development over several years.
If a family faces literacy challenges, it is very difficult to design areporting document that can communicate effectively with them and, at the same time, convey formal learning information thatsubsequently may be of interest to other teachers or schoolpersonnel. When confronted with such a challenge, teachers shouldensure that the report card meets the need to communicate with theparents. In other words, the priority must be on developing adocument that is clear and meaningful to parents. Ideally, a reportcard focuses on the children’s accomplishments, and addresses themost important elements of the program’s curriculum.
Sample report forms, may be seen in Appendix D. Please note thatthere is no standard form prescribed by the Saskatchewan Learning.Each program, in keeping with the unique learning needs andinterests of each group of children, will have somewhat differentemphasis.
Parents’ Evaluation of Prekindergarten Programming
It is traditional and expected that teachers will assess and evaluatethe work of children and report their results to parents. It is lessconventional, but highly desirable, that teachers ask parents to assessand evaluate dimensions of school programs. Although novel inmost school settings, the practice of treating the parents as clientswhose opinions and judgements are valued can do much to informprogram improvement and, to empower parents and help them gainconfidence in themselves and the school.
In recognition of the importance of working with parents asinstructional partners, many Prekindergarten teachers make it apractice to ask parents to provide feedback regarding the program as a whole or about specific activities in which the parents haveparticipated. Sample forms that address these purposes may befound in Appendix E.
4.5 Partnerships
SchoolPLUS in Saskatchewan has two main thrusts. One is to supportschool improvement. The other is to promote the school as the pointof contact with children and families regarding coordinated servicedelivery from supporting agencies (education, community health,social services, and other).
The development of the Prekindergarten assessment and evaluationguidelines endeavours to support the first thrust by providingtheoretical and practical guidelines and resources to Prekindergarten,community early learning and child care, school, and school divisionpersonnel on all dimensions of their early childhood programs.
Specific support for the second SchoolPLUS thrust is provided in thissection of this document. It considers the assessment and evaluationof the relationships the Prekindergarten program has developed withthe agency partners that contribute to early childhood programs inthe community and school, and, in particular, the Prekindergartenprogram as a point of contact for identifying and addressingchildren’s and family’s needs.
Better Beginnings, Better Futures is explicit in recognizing theimportance of agency and community partnerships in thePrekindergarten setting.
• The Vision Statement indicates that family members and parents“are provided with parenting skill development opportunities andsocial and health supports” (p. 4).
• The Principles and Strategies state that “teachers work inpartnership with family members, the parent groups andcommunity agencies to strengthen the learning program and toprovide the range of supports students need” (p. 5). Reference isalso made to the expectation that in the Prekindergarten setting, “acomprehensive range of supports and services is provided in acoordinated and integrated manner to holistically meet the needsof children and their families” (p. 5).
• The document elaborates on the Characteristics of EffectiveCommunity Partnerships and Service Integration (pp.15-16).
• The Roles and Responsibilities of community members andagencies in the Prekindergarten setting are described on p. 50.
Early Childhood Program Standards and AccreditationPerformance Criteria
Teachers, administrators, and other professionals may wish to assessand evaluate their relationships in using accreditation criteriadeveloped by the National Association for the Education of Young
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Children (NAEYC). Please refer to the website reference in Section2.4. The section headed Community Partnerships lists criteria thataddress:
• Linking With Community;• Accessing Community Resources; and• Acting as a Citizen in the Neighbourhood and the Early
Childhood Community.
These criteria may have to be linked to a rating scale or commentsform in order to contribute to a local assessment and evaluationdialogue.
Better Beginnings Better Futures Project - Ontario
Prekindergarten teachers, supervisors, and administrators who areinterested in optimizing collaboration with community members andagencies may wish to refer to the Better Beginnings Better Futuresproject in Ontario. This project comprised eight local initiatives indisadvantaged communities over a ten year span during the 1990s.The lessons learned about integrated service delivery included:
• the importance of interpersonal relationships based on mutual trust and respect;
• a recognition of the importance of allowing sufficient time, as well as a focus on the process;
• involving agencies with connections and commitment to thecommunity;
• an active investment by Better Beginnings project staff andcommunity residents; and,
• specific structures such as program-focused work groups, as well as involvement of both frontline and management staff(Better Beginnings Better Futures Project Reports, 1995).
The lessons cited above may be found at http://bbbf.queensu.ca/pdfs/es_spn.pdf .
The complete reports for the Better Beginnings Better Futuresproject may be found at http://bbbf.queensu.ca/pdfs/BB-Highlights.pdf .
Assessing and Evaluating Collaborative Relationship and Practices
Collaboration with partner agencies and the community is central to the Prekindergarten program. It is very important that teachers,administrators, other professionals, and community members reflectupon their relationships and practices in order to ensure that they areeffective and efficient in serving clients’ needs and in fulfilling themandates of the respective agencies. Although agencies have
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collaborated historically in many settings in Saskatchewan, it hasbeen rare for them to assess and evaluate the efficacy of theirrelationships and practices. The suggestions that follow will support such undertakings.
Obtaining Feedback from Community Partners
The Dialogue Guide that follows provides a template that may bereviewed by all interested partners as they approach the task ofassessing and evaluating the efficacy of their partnership practices.A useful preliminary activity would be to reach consensus regardingthe use and/or modification of such an instrument. Personnel shouldfeel free to make any modifications that are appropriate for localcircumstances. They should also agree on the timing, location, andground rules to apply the use of this instrument prior to getting intosubstantive assessment and evaluation activities.
The Dialogue Guide is intended to support the assessment andevaluation of the collaborative interaction among the Prekindergartenprogram and other agencies. Program personnel may also want toassess and evaluate the relationships that they have with non-agencycommunity contacts. These contacts may be local businesses (e.g.,pet stores, grocery stores, bakeries), farms, recreation centres, seniorcitizen homes, fire department, and so on, to which the childrenmake field trips or that contribute goods or services to the program.
As such contacts are essential to enriching the experiences of thechildren, it is appropriate for the Prekindergarten staff to solicitfeedback from the community partners in order to ensure that theirexpectations are being met and that the relationships can continue.Teachers might follow up field trips with a short thank-you note anda form with a few questions. Such questions might include:
1. Did the children seem properly prepared for the field trip? Did they ask questions?
2. Was there adequate supervision of the children during the field trip?
3. Was the timing of the field trip suitable for your schedule?Please suggest alternatives if appropriate.
4. Was the visit to your facility an appropriate length? Please suggest alternatives if appropriate.
5. Do you have any other suggestions as to how to improve our Prekindergarten’s visits to your facility?
Questions like these reinforce the thanks that you have alreadyexpressed and emphasize the value that you place on the opinions of the field trip hosts.
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A Dialogue Guide for the Assessment and Evaluation of the Efficacy of AgencyPartnerships in the Prekindergarten Setting
The following questions may be used by Prekindergarten staff and their agency partners to assessand evaluate the quality and effectiveness of their collaborations in support of children andfamilies. The questions are intended to support dialogue among partner agencies about theircommunication and partnership practices. These questions are not intended to focus on the serviceneeds of individual children or clients.
1. With which children and their families do you share a common interest? In general, whatservice needs are most evident?
____________________________________________________________________________
____________________________________________________________________________
2. Without focusing on a particular child or client family, what kinds of supports, services orinterventions does each partner agency provide to the Prekindergarten school community?
____________________________________________________________________________
____________________________________________________________________________
3. In what ways do/could the services of the respective partners complement each other?
____________________________________________________________________________
____________________________________________________________________________
4. Bearing in mind your responses to the preceding questions, please reflect on the followingpractices in your relationships as agency partners:a. How have the school administrator(s) or agency supervisors expressed their support for
partnership activities? Is there a need for them to clarify their expectations regarding theimplementation of the Province’s SchoolPLUS policy?
________________________________________________________________________
________________________________________________________________________
b. Are there any regulatory or legislative barriers that affect the sharing of information aboutchildren or families among the partner agencies? If there are, have senior administratorsbeen advised of the issues? What follow-up is taking place?________________________
________________________________________________________________________
c. Do the partner agencies have protocols for the sharing of information about client childrenand families? If so, are they clear and helpful? If not, are they needed? Who shoulddevelop or refine them? ____________________________________________________
________________________________________________________________________
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d. Do partner agencies meet on a regular scheduled basis to discuss the needs ofPrekindergarten children and their families, or are such meetings called as needed? Doesthe present arrangement meet your needs? ______________________________________
________________________________________________________________________
e. Who is responsible for leading the meetings? Do all partners feel that they are equals atthe table? What norms have been established to ensure this equality? ________________
________________________________________________________________________
f. Do all partners feel a responsibility for contributing to the success and effectiveness of thecollaboration? ____________________________________________________________
________________________________________________________________________
g. Are there provisions for inviting other service agencies or the school staff who work witholder siblings into school-based collaboration on an ad hoc basis? What special protocolconsiderations do such situations prompt? ______________________________________
________________________________________________________________________
h. What process is used to set service goals with families? How are the respective agencies’roles in supporting the goals defined? How is progress toward goal attainment monitored,assessed, and evaluated? ____________________________________________________
________________________________________________________________________
i. Please describe a shared initiative that benefited a Prekindergarten child and/or his/herfamily. __________________________________________________________________
________________________________________________________________________
j. Is there a situation in which more or different collaboration could have been moreeffective? What barriers or issues got in the way of success? What can you do to addressthose barriers or issues? ____________________________________________________
________________________________________________________________________
The preceding questions focused on the nature of your relationships. The following questionsfocus on structural elements.
5. Meetings and collaborative planning take time. Are the arrangements that you have forscheduling consultation and collaboration satisfactory? If not, how might they be improved?
____________________________________________________________________________
____________________________________________________________________________
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6. Is the location of your meetings convenient and functional? If not, what changes should bemade? ______________________________________________________________________
____________________________________________________________________________
7. What else needs to be discussed in order to improve the effectivness of your collaborativerelationships? ________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8. Please rate, on a scale of 1 to10 (with 10 being the highest rating), the quality and effectivnessof your collaboration in support of the preschool children and their families. What would ittake to move to the next highest number on the scale? ________________________________
____________________________________________________________________________
____________________________________________________________________________
9. Will the outcomes of this dialogue be communicated to the supervisory personnel of yourrespective agencies? If yes, who is responsible for forwarding the information? __________
____________________________________________________________________________
____________________________________________________________________________
10. In the interest of improving professional relationships and resulting outcomes forPrekindergarten children and their families, regular assessment and evaluation dialoguesshould take place among agency partners. Was this exercise useful? How might it beimproved? When will the next relationship review dialogue take place?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4.6 Long Term Effects
The assessment and evaluation of the long-term effects ofPrekindergarten programs can be undertaken for any or all of thefollowing purposes:
a. to track the progress of individual children in order to determinesupports needed in future years at the school or division levels;
b. to monitor the extent to which the benefits of the Prekindergartenprogram persist in subsequent years so as to inform programimprovement, staff development, and/or program coordinationissues at the school, division, and provincial levels; and
c. to provide information regarding the effectiveness ofPrekindergarten programs to inform resource allocation decisions at the division and provincial levels.
The following information discusses the rationale for each of thesepurposes and suggest some approaches to consider.
Determining Continuous SupportsTeachers and administrators who provide or observe Prekindergartenprograms on a regular basis see the remarkable developmental gainsachieved by the participating children on a weekly or monthly basis. For these individuals, there is no question about the learning that isaccomplished by the Prekindergarten children as three and four-year olds.
Currently, many of the children have been admitted to the programbecause of a variety of vulnerability factors. The Prekindergartenprogram, coupled with the parent engagement and supports that maybe provided, temporarily enrich the learning environment and supportsuccess. However, the original risk factors are seldom eliminated.This begs the question about what assessment and evaluation practicesneed to be put in place in order to inform decisions about how thecommunity and school can ensure that appropriate supports continueto be available to children and families in the subsequent years, whenthe children are in Kindergarten or later grades.
The following information provides suggestions for addressing the long-term needs of vulnerable children.
PlanningBe proactive! As enhanced services are likely to be needed bygraduates of the Prekindergarten program, the school administrator(s)could facilitate planning meetings or case conferences each spring todiscuss the learning and support needs of each child. Data from theassessment and evaluation of each of the dimensions of childdevelopment could be used. As well, input from the personnel from
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other support agencies who might be working with a particular familyshould also be considered. The family must be active participants inthese review and planning meetings. Interagency partners may alsouse this setting to propose how they intend to continue to provideservices. All of this information will be valuable to the receivingteacher and other personnel as they plan for the fall.
By establishing the routine of holding such planning meetings thatdeal with the continuing needs of the children, school, agencypersonnel, and the families can sustain the very valuable momentumthat has developed over the one or two years in the program. Theplanning meetings should be held every spring for children fromprevious years’ Prekindergarten classes so long as some extraordinarylevel of scaffolding of learning support is deemed to be needed.
Transferring Records to Other Schools or DivisionsTransience is a common characteristic of many families whosechildren are served in Prekindergarten programs. As such, it is veryimportant that school administrators ensure that the learning recordsof children are made available to the staff of schools that maysubsequently serve the former Prekindergarten children. Intra-division meetings may be required where families move within aschool division. When families move outside of the school division,special efforts may be needed to ensure that the receiving schools getthe appropriate learning records.
In order to inform the dialogue about children and their families’needs, it is important that the Prekindergarten teacher have a verywell-organized set of student records. In addition to the cumulativefolder that will accompany the child through subsequent grades, therecords should also include a file of assessment and evaluation datafrom teacher-made or standardized instruments. As well, a portfolioof the child’s work should be developed that illustrates the learninggrowth that has been accomplished over the year. Each school orschool division is encouraged to develop a policy regarding thecontents of the portfolios as well as how the contents of the portfolioshould be retained or sent home with the students. Several crediblepublications regarding student portfolios are commercially availableor can be borrowed from professional libraries.
Informing Program Improvement, Staff Development, and/or Program CoordinationThe second purpose for developing a system of long-term assessmentand evaluation of the Prekindergarten programs is to inform decisionsabout needs for program improvement, staff development, and/orprogram coordination.
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Program ImprovementThe need for program improvement can be established if there is apersistent pattern of continuing learning needs among the graduates of a program. For example, if a school were to use the EarlyDevelopment Instrument each year with its Kindergarten populationand were to note that the children formerly in the Prekindergartenprogram were typically not ready to learn in a particular domain, theschool staff could discuss ways in which the program could placegreater emphasis on learning in that domain. Such dialogue mightlead to accessing new resources, rebalancing the timetable, changinginstructional practices, or creating and implementing staffdevelopment plans.
Staff Qualifications and DevelopmentTable 4.7 describes some practices and instruments that, if used on an annual basis, could contribute significantly to Prekindergartenprogram improvement. As people are key to such initiatives, staffdevelopment must play an integral role in program improvementefforts. Assessment and evaluation studies of Prekindergartenprograms in other countries often identify concerns about the lack of qualified staff. The level of staff training and qualifications is amajor predictors of quality learning outcomes for children and, inmany locations, some teachers lack formal training.
In Saskatchewan, all school-based Prekindergarten programs are staffedwith teachers with certificates, typically with at least Bachelor ofEducation degrees. Teacher certificates in Saskatchewan allow one toteach at virtually every grade level. Many Prekindergarten teachershave come to their positions with training and experience at highergrade levels, but have no formal training in serving the specialdevelopmental needs of three- and four-year olds. Such teachers needto have opportunities to take formal courses related to serving thelearning needs of young children. Enquiries about such courses may bedirected to the University of Regina or the University of Saskatchewan.
School division/school assessment and evaluation strategies mustinclude questions about the adequacy and currency of teacher andteacher assistant early childhood training. Those programs that use the Early Childhood Environment Rating Scale - Revised as anassessment and evaluation instrument may wish to supplement it withadditional questions and/or rubrics, as only rubric #43 addresses thetopic of staff development. The criteria and rating scales associatedwith the other two instruments cited in Table 4.7, the Early ChildhoodProgram Standards and Accreditation Performance Criteria and theU.S. Department of Education’s Pre-Kindergarten Self-AssessmentTool, both have elements related to personnel preservice and inserviceeducation and training.
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Even teachers and educational assistants who have had the benefit of formal studies in the early education field will acknowledge thattheir field of practice is evolving constantly and they need to staycurrent with the insights generated by the large volume of earlylearning and cognitive science research. As a result, it is importantthat school division, school and community professionaldevelopment practices support growth opportunities for allPrekindergarten staff.
Professional growth is accomplished best when individual staffmembers identify a personal need to learn specific concepts or skills.Such needs to learn can be informed by:
• priorities identified by the individual based on personal reflectionon daily practice;
• feedback derived from formal supervision activities; or • program assessment data generated through the use of one of the
instruments cited in Table 4.7.
Optimally, program staff and administrators would collaborate to setstaff development goals that address elements of professional growthfor individuals that also support priority improvement goals for thePrekindergarten program. Please refer to Section 3.3 for moreinformation on setting SMART goals in the context of professionallearning communities.
Coordinating Follow-up ProgrammingAnother function for long-term assessment and evaluation strategiesfor Prekindergarten programs is to provide data that informs programcoordination. The importance to individual children and families ofensuring that the momentum gained in the Prekindergarten context is maintained in subsequent grades is described in DeterminingContinuous Supports. The assessment and evaluation data aboutindividual children also should be aggregated so as to inform broaderprogram requirements. Information from the Early DevelopmentInstrument, the NAEYC Early Childhood Program Standards andAccreditation Performance Criteria or the Self-Assessment Tooldescribed above can serve this purpose by identifying the continuinglearning needs of groups of children. With such needs identified, itwould be possible for school or division administrators to put inplace appropriate follow-up programs, services and personnel.
Informing Future Resource Allocation DecisionsLocal and provincial level politicians and senior administrators haveto be concerned about the effectiveness of investing resources in thePrekindergarten program. In other words, they are obliged to ask
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whether the money and resources that are spent on Prekindergartenprograms could be spent in other ways that would ultimately producebetter effects for children, families and society.
As well, Prekindergarten programs are not ends in themselves.Rather, they potentially contribute to the subsequent success in lifeof the participants and, indirectly, contribute to the well-being ofsociety as a whole. Decision makers must ask, “What are the long-term benefits that children and families derive from Prekindergartenprograms?”
Building strong foundations for learning among young children hasbeen supported consistently by studies of long-term outcomes.
• In Canada, such evidence was gathered through the BetterBeginnings Better Futures research project in Ontario, reports of which are available at http://bbbf.queensu.ca/research.html .
• In the United States, similar data are available from theHigh/Scope Educational Research Foundation at their websitehttp://www.highscope.org/NewsandInformation/PressReleases/PerryP-Age40.htm .
The consistent conclusion is that children who attend high qualitypre-school programs tend to develop cognitive and social skills thathelp them to succeed in school and in life in comparison to childrenfrom similar circumstances who did not attend high qualitypreschool programs.
While assessment and evaluation take time, skilled personnel andmoney, government, school divisions, and other funding agencies areresponsible to ensure resources are used efficiently and effectively.The research reports cited above speak to the efficacy of high qualitypreschool programs. Are the school-based Prekindergarten programsin Saskatchewan of high quality?
There are two kinds of measures that can be used to determinewhether Prekindergarten programs are, indeed, of high quality.
1. First, evaluators can refer to the substantial, credible, and currentresearch that has been done to correlate certain inputs andprogram attributes with successful learning outcomes. In otherwords, if Saskatchewan programs demonstrate high standards on such instruments as the Early Childhood Environment RatingScale (ECERS-R) and also rate well on Likert-type scalesassociated with such instruments as the Early ChildhoodProgram Standards and Accreditation Performance Criteriaor the U.S. Department of Education’s Guide to High-Quality
62 Section 4
Assessment and Evaluation in Prekindergarten
Early Childhood Education Programs, it may be reasonable topresume that programs are, indeed, of high quality. Beforecommitting to accepting the validity of these instruments,however, it would be appropriate to confirm the extent to whichthey are consistent with the philosophy and principles that guidethe Saskatchewan Prekindergarten Program.
2. The second kind of measures that evaluators could use toestablish the extent to which the Prekindergarten programs areof high quality are measures that indicate desired outcomes. Do children who have attended Prekindergarten programs havehigher school attendance records than would otherwise beexpected? Are readiness to learn data (as shown byKindergarten teachers’ responses to the Early DevelopmentInstrument measures) better for program graduates than forchildren from comparable socio-economic circumstances? Isthe performance of Prekindergarten graduates measurably betterthan that of children with similar risk factors who did not attendsuch programs in early literacy or other performance measures?What measures show increases in the competence or confidencelevels of parents as a result of their engagement with school-based Prekindergarten programs?
The answers to these questions potentially lie in the data that schoolsand communities could gather if they were to undertake a systematicand comprehensive effort to address the assessment and evaluationof the domains described in Section 4 of this document. Such datacould be aggregated at the district and provincial levels to providesenior administrators and politicians with the information that wouldinform both input and outcome questions.
Table 4.7: Long-Term Effects — Suggestion for Data Collection
Early Development InstrumentThe advantages to using the Early Development Instrument (EDI) (please refer to detailed information about EDI in Section 4.3) are:
a. It is recently developed. b. It is based on Canadian programs and research.c. It provides comparative data based on current Canadian children and programs.d. Most importantly, it focuses on the apparent readiness of the children to learn in the Kindergarten environment,
thus reflecting indirectly the effects of the Prekindergarten program that some of the children would have attended.
Teachers and administrators may choose to compare the readiness to learn of Prekindergarten children to others from the same program from year to year; make comparisons with the performance of children nationally; compare thereadiness to learn of Prekindergarten graduates with the general population; or compare the readiness to learn of thePrekindergarten graduates with a sample of local children from similar socio-economic circumstances who did notparticipate in the program.
Early Childhood Environment Rating ScaleAs noted above in the section on the Prekindergarten Environment (please see Section 4.1), the Early ChildhoodEnvironment Rating Scale (ECERS-R) provides ratings on seven-point rubrics for many dimensions of Prekindergartenprograms. If the ECERS-R were to be used on a regular recurring basis by qualified raters, it would generate useful data to gauge program improvement.
National Association for the Education of Young Children Early Childhood Program Standards and Accreditation Performance CriteriaAnother instrument that teachers and administrators might find useful in providing data to support long-term assessmentsand evaluations is the National Association for the Education of Young Children's Early Childhood Program Standardsand Accreditation Performance Criteria (please refer to the details regarding this instrument in Section 2.4). A localprogram review team comprising Prekindergarten program staff, a program administrator, support agency personnel, andparents could review those dimensions of the program of interest using the stated criteria along with a five point ratingscale that gives a value of “1” to those items which “are not descriptive of the local program”, through “5” for thosecriteria which are “highly descriptive of the local program”. (Given that the instrument provides 35 pages of criteriaassociated with exemplary Prekindergarten programs, members of the review team should choose priority domains toexamine in any given year so as to provide focus and a manageable task.)
The ratings for the criteria could prompt constructive dialogue regarding program improvement, and the comparativeratings, year to year, could measure changes in program quality. Such measures and ratings would be based on theinformed but subjective opinions of the participating evaluators and so no comparisons with other programs could be made. Nevertheless, the criteria are well-founded and comprehensive and could prove valuable to those interested inprogram improvement. The draft criteria may be found athttp://www.naeyc.org/accreditation/naeyc_accred/draft_standards/crit/completecriteria.html
Pre-Kindergarten Self-Assessment ToolAnother instrument that may be used locally to assess and evaluate Prekindergarten program quality and progress towardimprovement from year to year is the Pre-Kindergarten Self-Assessment Tool designed for use with public school-basedprograms for three- and four-year olds in the United States. The 68 item scale is similar to the more comprehensiveinstrument referred to in the preceding paragraph in that it identifies those attributes that research has associated witheffective preschool programs. The attributes are listed under the domains of:
a. Quality Indicators of Parent Involvementb. Quality of Learning Environmentsc. Quality of Early Childhood Pedagogy d. Quality of Early Childhood Curriculum e. Quality of Early Childhood Stafff. Quality of Assessment and Continuous Improvement
The 11 page Self-Assessment Tool may be found on p. 40-50 of the document Building Strong Foundations for EarlyLearning: The U.S. Department of Education's Guide to High-Quality Early Childhood Education Programs (Dwyer, Chait, McKee, 2000) that is accessible at http://www.ed.gov/offices/OUS/PES/early_learning/index.html
65Appendix AAssessment and Evaluation in Prekindergarten
A APPENDIX A
NATIONAL INSTITUTE FOR
EARLY EDUCATION RESEARCH
Preschool Assessment: A Guide to Developing a Balanced Approach
67Appendix AAssessment and Evaluation in Prekindergarten
National Institute for Early Education Research
Preschool Assessment:
A Guide to Developing a Balanced Approach*
by Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki and Kenneth B. Robin Issue 7 / July
2004
*This policy brief is a joint publication of the National Institute for Early Education Research and the High/Scope Educational
Research Foundation. Reprinted with permission from the National Institute for Early Education Research.
Child assessment is a vital and growing component of high-quality early childhood programs.
Not only is it an important tool in understanding and supporting young children’s development,
it is essential to document and evaluate program effectiveness. For assessment to be widely used
though, it must employ methods that are feasible, sustainable and reasonable with regards to
demands on budgets, educators and children.
Equally important, it must meet the challenging demands of validity (accuracy and effectiveness)
for young children. It is the balance between efficiency and validity that demands the constant
attention of policymakers — and an approach grounded in a sound understanding of
appropriate methodology.
What We Know:
Assessment is an ongoing process that includes collecting, synthesizing and interpreting
information about pupils, the classroom and their instruction.
Testing is one form of assessment that, appropriately applied, systematically measures skills
such as literacy and numeracy.
While it does not provide a complete picture, testing is an important tool, for both its
efficiency and ability to measure prescribed bodies of knowledge.
Alternative or “authentic” forms of assessment can be culturally sensitive and pose an
alternative to testing, but they require a larger investment in establishing criteria for judging
development and evaluator training.
Child assessment has value that goes well beyond measuring progress in children – to
evaluating programs, identifying staff development needs and planning future instruction.
The younger the child, the more difficult it is to obtain valid assessments. Early
development is rapid, episodic and highly influenced by experience. Performance on an
assessment is affected by children’s emotional states and the conditions of the assessment.
Policy Recommendations:
Require that measures included in an assessment be selected by qualified professionals to
ensure that they are reliable, valid and appropriate for the children being assessed.
Develop systems of analyses so that test scores are interpreted as part of a broader
assessment that may include observations, portfolios, or ratings from teachers and/or
parents.
68 Appendix A Assessment and Evaluation in Prekindergarten
Base policy decisions on an evaluation of data that reflects all aspects of children’s
development – cognitive, emotional, social, and physical.
Involve teachers and parents in the assessment process so that children’s behaviors and
abilities can be understood in various contexts and cooperative relationships among families
and school staff can be fostered.
Provide training for early childhood teachers and administrators to understand and interpret
standardized tests and other measures of learning and development. Emphasize precautions
specific to the assessment of young children.
Purpose This brief addresses the many questions about testing preschool children. Our purpose is three-
fold:
(a) to provide basic information about the terms and issues surrounding assessment;
(b) to add an empirical and pragmatic perspective to what can sometimes be an impassioned
debate; and
(c) to support parents, policy makers and early childhood educators in using assessments to do
what is best for young children and support the programs and policies that serve them.
Child assessment is a vital and necessary component of all high-quality early childhood
programs. Assessment is important to understand and support young children’s development.
It is also essential to document and evaluate how effectively programs are meeting young
children’s educational needs, in the broadest sense of this term. For assessment to occur, it
must be feasible. That is, it must meet reasonable criteria regarding its efficiency, cost, and so
on. If assessment places an undue burden on programs or evaluators, it will not be undertaken
at all and the lack of data will hurt all concerned. In addition to feasibility, however,
assessment must also meet the demands of validity. The assessment must address the criteria
outlined below for informing us about what children in real programs are learning and doing
every day.
Efficiency and validity are not mutually exclusive but must sometimes be balanced against one
another. The challenge is to find the best balance under the conditions that exist and when
necessary, to work toward improving those conditions. Practically speaking, this means we
must continue to serve children using research-based practices, fulfill mandates to secure
program resources, and improve assessment procedures to better realize our ideal. This paper
sets forth the criteria to be considered in striving to make early childhood assessment adhere to
these highest standards.
Background Concern with assessment in the early childhood field is not new. Decades of debate are
summarized in the National Association for the Education of Young Children (NAEYC)
publication Reaching Potentials:Appropriate Curriculum and Assessment for Young Children.1
This position statement has been expanded by NAEYC and the National Association of Early
Childhood Specialists in State Departments of Education (NAECS/SDE) in a new document
69Appendix A
titled Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective,
Accountable System in Programs for Children Birth through Age 8.2
What is new in this ongoing debate is the heightened attention to testing young children as a
means of holding programs accountable for their learning. Peter Airasian’s Assessment in the
Classroom offers the following definitions:
“Assessment is the process of collecting, synthesizing, and interpreting information to
aid classroom decision-making. It includes information gathered about pupils,
instruction, and classroom climate.”3
“Testing is a formal, systematic procedure for gathering a sample of pupils’ behavior.
The results of a test are used to make generalizations about how pupils would have
performed on similar but untested behaviors.”4
Testing is one form of assessment. It usually involves a series of direct requests to children to
perform, within a set period of time, specific tasks designed and administered by adults, with
predetermined correct answers. By contrast, alternative forms of assessment may be completed
either by adults or children, are more open-ended, and often look at performance over an
extended period of time. Examples include structured observations, portfolio analyses of
individual and collaborative work, and teacher and parent ratings of children’s behavior.
The current Head Start testing initiative focuses primarily on literacy and to a lesser extent
numeracy. The rationale for this initiative, advanced in the No Child Left Behind Act and
supported by the report of the National Reading Panel5, is that young children should acquire a
prescribed body of knowledge and academic skills to be ready for school. Social domains of
school readiness, while also touted as essential in a series of National Research Council
reports6, are admittedly neither as widely mandated nor as “testable” as their academic
counterparts. Hence, whether justified or not, they do not figure as prominently in the testing
and accountability debate.
This brief responds to questions being asked of early childhood leaders about the use and
misuse of testing for preschoolers 3 to 5 years old. This response is not merely a reactive
gesture nor an attempt to advance and defend a specific position. Rather, the brief is intended as
a resource to provide information about when and how preschool assessment in general, and
testing and other forms of assessment in particular, can be appropriately used for purposes that
include informing policy decisions about early childhood programming.
As a framework for providing this information, this policy brief accepts two realities. First,
testing is, will be, and always has been, used to answer questions about the effectiveness of
early childhood programs. Since early childhood programs attempt to increase children’s
knowledge and skills in specific content areas, evaluators have traditionally used testing, along
with other assessment strategies, to determine whether these educational objectives have been
achieved. Second, program accountability is essential, and testing is one efficient means of
Assessment and Evaluation in Prekindergarten
70 Appendix A
measuring it. Numerous research studies show that high-quality programs can enhance the
academic and lifetime achievement of children at risk of school failure. This conclusion has
resulted in an infusion of public and private dollars in early education. It is reasonable to ask
whether this investment is achieving its goal. Testing can play a role in answering this
accountability question.
With this reality as a background, we proceed to address two questions. First, given the current
pervasive use of testing and its probable expansion, when and under what conditions can this
type of assessment be used appropriately with preschool-age children? That is, what
characteristics of tests and their administration will guarantee that we “do no harm” to children
and that we “do help” adults acquire valid information? Second, given that even the most well-
designed tests can provide only limited data, how can we maximize the use of non-test
assessments so they add valuable information beyond that obtained through standardized testing
procedures?
General Issues in Assessment
Uses of Child Assessment
Assessment can provide four types of information for and about children and their parents,
teachers, and programs. Child assessment can:
1. Identify children who may be in need of specialized services. Screening children to
determine
whether they would benefit from specific interventions is appropriate when parents, teachers or
other professionals suspect a problem. When screening indicates a problem, further
assessments in several related domains are then usually administered to the child. In addition,
data from parents and other adults involved with the child are considered in determining a
diagnosis and course of treatment.
2. Plan instruction for individuals and groups of children. Assessment data can be used by
teachers to support the development of individual children, as well as to plan instructional
activities for the class as a whole. In addition, information on developmental progress can and
should be shared with parents to help them understand what and how their children are learning
in the classroom and how they can extend this learning at home.
3. Identify program improvement and staff development needs. Child assessments can provide
formative evaluation data that benefit program and staff development. Findings can point to
areas of the curriculum that need further articulation or resources or areas where staff need
professional development. If children in the classroom as a whole are not making progress in
certain developmental domains, it is possible that the curriculum needs revision or that teachers
need some additional training. In conducting formative evaluations, child data are best
combined with program data that measure overall quality, fidelity to curriculum implementation
standards and specific teaching practices.
Assessment and Evaluation in Prekindergarten
71Appendix A
4. Evaluate how well a program is meeting goals for children. It is this fourth purpose,
sometimes called outcome or summative evaluation, that is the primary focus of this paper.
Note that it is the program, not the young child, who should be held accountable through
assessment. Although data may be collected on individual children, data should be aggregated
to determine whether the program is achieving its desired outcomes. These outcomes may be
defined by the program itself and/or by national, state, or district standards. How the outcomes
are measured is determined by the inherent link between curriculum and assessment. Ideally, if
a curriculum has clear learning objectives, those will drive the form and content of the
measures. Conversely, thoughtful design of an appropriate assessment tool can encourage
program developers to consider what and how adults should be teaching young children.
Reliability and Validity
Any formal assessment tool or method should meet established criteria for validity and
reliability.7
Reliability refers to the consistency, or reproducibility of measurements. A sufficiently reliable
test will yield similar results across time for a single child, even if different examiners or
different forms of the test are used. Reliability is expressed as a coefficient between 0 (absence
of reliability) and 1 (perfect reliability). Generally, for individualized tests of cognitive or
special abilities, a reliability coefficient of .80 or higher is considered acceptable.
Validity is the degree to which a test measures what it is supposed to measure. Because tests are
only valid for a specific purpose and assessments are conducted for so many different reasons,
there is no single type of validity that is most appropriate across tests. Content validity refers to
the extent to which the items on an instrument are representative of the key aspects of the
domain it is supposed to measure. Irrelevant items or the absence of items to address some
important element of a domain will negatively impact content validity. Face validity deals with
appearance rather than content. A test has face validity if it appears to measure what it purports
to measure.
In assessing young children, two aspects of validity have special importance – developmental
validity and predictive validity. Developmental validity means the performance items being
measured are developmentally suitable for the children being assessed. Predictive validity is the
correlation between a test score and future performance on a relevant criterion. A test would
have strong predictive validity, for example, if superior performance on the test was strongly
associated with a high level of achievement later in school. The criterion to which test
performance is compared may be another test or an indicator such as grade retention, special
education placement or high school graduation. A test must be reliable in order to be valid but
not all reliable tests are valid.
Principles and Recommendations for Early Childhood Assessments, a report to the National
Education Goals Panel, noted that “the younger the child, the more difficult it is to obtain
reliable and valid assessment data. It is particularly difficult to assess children’s cognitive
abilities accurately before age 6.”8 One prominent expert on early childhood assessment
Assessment and Evaluation in Prekindergarten
72 Appendix A
concludes, “research demonstrates that no more than 25 per cent of early academic or cognitive
performance is predicted from information obtained from preschool or kindergarten tests.”9
Growth in the early years is rapid, episodic and highly influenced by environmental supports.
Performance is influenced by children’s emotional and motivational states and by the
assessment conditions themselves. Because these individual and situational factors affect
reliability and validity, assessment of young children should be pursued with the necessary
safeguards and caveats about the accuracy of the decisions that can be drawn from the results.
These procedures and cautions are explored in the following.
Assessment Methods
The quality of an assessment depends in part upon decisions made before any measure is
administered to a child. Before selecting an instrument for use with a given population of
children, project designers should be able to explain why that specific measure is being used
and what they hope to learn from the results. Selection of instruments is guided by the purposes
and goals of the assessment. Assessment strategies lie along a continuum ranging from formal
to informal. Types of measures that might be selected to represent either extreme include
standardized testing (formal) and naturalistic observation (informal). The fundamental
difference between formal and informal assessment is the degree of constraint placed on
children’s behavior, or level of intrusiveness into their lives.10
The ideal testing environment, as well as who is best qualified to administer measures, will
depend in part on where along the formal-informal continuum an assessment lies. A
standardized test is most effective when delivered by an examiner who has specialized training
and experience with that specific instrument. Designers of standardized tests usually describe in
test manuals the type of environment that must be created in order to obtain valid results. Most
individual tests of cognitive ability must be administered in a controlled, relatively quiet area
where a child is not likely to be distracted or interrupted. In contrast, informal assessments are
ideally delivered by a child’s teacher, or by another professional who interacts regularly with
the child. These types of assessments often take place in a natural setting such as a classroom or
playground. For the most part, examiners do not intrude in children’s behavior when
conducting an informal assessment.
The choice of an assessment strategy is also affected by the available resources in terms of
time, money, and staff. Some assessments are more time and cost intensive than others. For
example, one effective approach to identifying special needs (e.g., disabilities) is to use
standardized tests to screen all children. These tools can be quickly and inexpensively
administered to large populations of children. Children identified as potentially at risk or in
need of further intervention can then receive follow-up evaluations using more intensive
assessments including informal measures. Methods such as observation, parent interviews,
analysis of work samples, or teacher ratings can lead to collection of in-depth and authentic data
that reflect a “whole child” approach to the estimation of competence and need.
Assessment and Evaluation in Prekindergarten
73Appendix A
A comprehensive assessment normally requires a multimethod approach in order to encompass
the many dimensions of children’s skills and abilities. Formal and informal assessment
strategies each have strengths and weaknesses, so an approach that combines or balances the
two is most likely to provide a thorough evaluation of children across their cognitive,
emotional, social, and biological strengths and needs. A repeated measures design is also
preferable, especially with standardized tests, as performance of young children on assessment
tasks will fluctuate according to mood and environment, as well as their rapid and sporadic
development.
Standardized Testing
Standardized tests represent the most formal extreme of the assessment continuum because they
place the greatest constraints on children’s behavior. These tests are given under strictly
controlled, standard conditions so that, to the extent possible, each child is assessed in exactly
the same way. Standardized test scores allow for fair comparisons among individual or groups
of test takers. Because standard administration is essential to obtain valid results, the skill of
the examiner is of particular importance when using this type of assessment.
Standardized tests can be used to obtain information on whether a program is achieving its
desired outcomes and are thus often integral components of systems of accountability. They are
considered objective, time- and cost-efficient, and suitable for making quantitative comparisons
of aggregated data across groups. Testing will only meet these expectations fully if the standard
of comparison is developmentally and culturally appropriate. When used appropriately,
standardized tests can effectively eliminate biases in assessment of individual children.
There is some concern about how well standardized tests work with young children. The
younger the child, the more difficult it can be to obtain valid scores. Preschoolers may not
understand the demands of the testing situation, and may respond unpredictably to the testing
conditions. Performance is highly influenced by children’s emotional states and experience, so
that test scores across time may be relatively unstable. To address these limitations, examiners
may choose to supplement standardized test scores with results from informal measures.
Informal Assessment Methods
Informal methods offer another approach to assessment. These other methods often fall under
the banner of “authentic” or “naturalistic” assessments. They engage or evaluate children on
tasks that are personally meaningful, take place in real life contexts, and are grounded in
naturally occurring instructional activities. They offer multiple ways of evaluating students’
learning, as well as their motivation, achievement, and attitudes.
This type of assessment should be consistent with the goals, curriculum, and instructional
practices of the classroom or program with which it is associated.11 Authentic assessments do
not rely on unrealistic or arbitrary time constraints, nor do they emphasize instant recall or
depend on lucky guesses. Progress toward mastery is the key, and content is mastered as a
means, not as an end.12 To document accomplishments, assessments must be designed to be
Assessment and Evaluation in Prekindergarten
74 Appendix A
longitudinal, to sample the baseline, the increment, and the preserved levels of change that
follow from instruction.13
Informal assessment can be more expensive than standardized testing. Like their counterparts in
testing, informal measures must meet reasonable standards of demonstrated reliability and
validity, though less emphasis tends to be placed on the psychometric quality of informal
assessment tools. Their use, especially on a widespread scale, requires adequate resources.
Assessors must be trained to acceptable levels of reliability. Data collection, coding, entry, and
analysis are also time- and cost-intensive. This investment can be seen as reasonable and
necessary, however, if the goal is to produce information about children’s competencies on
real-life tasks in natural and authentic settings. Informal child assessment procedures that can
meet acceptable levels of reliability and validity include observations, portfolios and ratings of
children
by teachers and parents.
Observations
In assessing young children, the principal alternative to testing is systematic observation of
children’s activities in their day-to-day settings. Observation fits an interactive style of
curriculum, in which give-and-take between teacher and child is the norm. Although careful
observation requires effort, the approach has high ecological validity and intrudes minimally
into what children are doing. Children’s activities naturally integrate all dimensions of their
development–intellectual, motivational, social, physical, aesthetic, and so on.
Anecdotal notes alone, however, are not sufficient for good assessment. They do not offer
criteria against which to judge the developmental value of children’s activities or provide
evidence of reliability and validity. Instead, anecdotal notes should be used to complete
developmental scales of proven reliability and validity. Such an approach permits children to
engage in activities any time and anywhere that teachers can see them. It defines categories of
acceptable answers rather than single right answers. It expects the teacher to set the framework
for children to initiate their own activities. It embraces a broad definition of child development
that includes not only language and mathematics but also initiative, social relations, physical
skills and the arts. It is culturally sensitive when teachers are trained observers who focus on
objective, culturally neutral descriptions of behavior (for example, “Pat hit Bob”) rather than
subjective, culturally loaded interpretations (for example, “Pat was very angry with Bob”).
Finally, it empowers teachers by recognizing their judgment as essential to accurate assessment.
Portfolios
One of the most fitting ways to undertake authentic, meaningful evaluation is through the use of
a well-constructed portfolio system. Arter and Spandel define a portfolio as “a purposeful
collection of student work that tells the story of the student’s efforts, progress, or achievement
in (a) given area(s). This collection must include student participation in selection of portfolio
content, the guidelines for selection, the criteria for judging merit, and evidence of student self-
reflection.”14
Assessment and Evaluation in Prekindergarten
75Appendix A
Portfolios describe both a place (the physical space where they are stored) and a process. The
process provides richer information than standardized tests, involves multiple sources and
methods of data collection, and occurs over a representative period of time.15
In addition, they encourage two- and three-way collaboration between students, teachers, and
parents; promote ownership and motivation; integrate assessment with instruction and learning;
and establish a quantitative and qualitative record of progress over time.16 They can provide
credible, meaningful evidence of students’ learning and development to parents, teachers, and
others that can be used to inform practice and policy in the preschool classroom or at higher
levels of the educational system.17
The purposes for which portfolios are used are as variable as the programs that use them.18 In
some programs, they are simply a place to store the best work that has been graded in a
traditional manner. In others, they are used to create longitudinal systems to demonstrate the
process leading to the products and to design evaluative rubrics for program accountability.
There are also programs that merely have students collect work that is important to them as a
personal, non-evaluative record of their achievements. When portfolios are not used to judge
ability in some agreed-upon fashion, they are usually not highly structured and may not even
include reflective pieces that demonstrate student growth and understanding.
Portfolios are most commonly thought of as an assessment approach appropriate in elementary
and secondary schools. Yet they have long been used in preschools to document and share
children’s progress with parents, administrators and others. For portfolios to be used for
program accountability, as well as student learning and reflection, the evaluated outcomes must
be aligned with curriculum and instruction. Children must have some choice about what to
include if they are to feel ownership and pride. Portfolios should document the creative or
problem-solving process as they display the product, encouraging children to reflect on their
actions. Conversations with children about their portfolios engage them in the evaluation
process and escalate their desire to demonstrate their increasing knowledge and skills. Sharing
portfolios with parents can help teachers connect school activities to the home and involve
parents in their children’s education.
Teacher Ratings
Teacher ratings are a way to organize teacher perceptions of children’s development into scales
for which reliability and validity can be assessed. Children’s grades on report cards are the
most common type of teacher rating system for older children. In the preschool years, teacher
ratings are most commonly used to assess children’s social and emotional development.
However, teacher ratings also can be used to assess children’s cognitive and language abilities.
Teacher ratings can be specifically related to other types of child assessments including scores
on standardized tests or other validated assessment tools, concrete and specific behavioral
descriptions (e.g., frequency of participation in group activities, ability to recognize the letters
in one’s name), or global assessments of children’s traits (e.g., cooperative, sociable, hard-
working). Research shows that teacher ratings can have considerable short- and long-term
predictive validity throughout later school years and even into adulthood.19
Assessment and Evaluation in Prekindergarten
76 Appendix A
Parent Ratings
Parent ratings are a way to organize parent perceptions of children’s development into scales
for which reliability and validity can be assessed. Soliciting parent ratings is an excellent way
for teachers to involve them as partners in the assessment of their children’s performance. The
very process of completing scales can inform parents about the kinds of behaviors and
milestones that are important in young children’s development. It also encourages parents to
observe and listen to their children as they gather the data needed to rate their performance. An
example of the use of parent ratings is the Head Start Family and Child Experiences Survey
(FACES) study, in which parents’ ratings of their children’s abilities and progress were related
to measures of classroom quality and child outcomes.20
Criteria of Reliable and Valid Preschool Assessment
Both the content and administration of measures must respect young children’s developmental
characteristics. Otherwise the resulting data will be neither reliable nor valid. Worse, the
testing experience may be negative for the child. Further, the knowledge and skills measured
in the testing situation must be transferable and applicable to real-world challenges that a child
may face at home or at school. Otherwise the information gathered has no practical value. To
produce meaningful data and minimize the risk of creating a harmful situation, all assessment
tools for preschool-age children, whether formal or informal, should satisfy the following
criteria:
1. Assessment should not make children feel anxious or scared. It should not threaten
their self-esteem or make them feel they have failed. Tests should acknowledge what
children know–or have the potential to learn–rather than penalizing them for what they
do not know. Examiners should be able to respond sensitively to each child’s reactions
to the testing situation.
2. Information should be obtained over time. A single encounter, especially if brief,
can produce inaccurate or distorted data. For example, a child may be ill, hungry, or
distracted at the moment of testing. The test is then measuring the child’s interest or
willingness to respond rather than the child’s knowledge or ability with respect to the
question(s) being asked. If time-distributed measurements are not feasible, then testers
should note unusual circumstances in the situation (e.g., noise) or child (e.g., fatigue)
that could render single-encounter results invalid and should either schedule a re-
assessment or discount the results in such cases.
3. An attempt should be made to obtain information on the same content area from
multiple and diverse sources, especially when repeated instances of data gathering are
not feasible (e.g., due to time or budgetary constraints). Just as young children have
different styles of learning, so they will differentially demonstrate their knowledge and
skills under varying modes of assessment. For example, a complete and accurate
assessment of language ability may involve standardized tests, classroom observation
Assessment and Evaluation in Prekindergarten
77Appendix A
and parent ratings. By measuring ability using multiple approaches, an assessment plan
is also less likely to be individually or culturally biased.
4. The length of the assessment should be sensitive to young children’s interests and
attention spans. The assessment period should probably not exceed 35-45 minutes.
Further, testers should be sensitive to children’s comfort and engagement levels, and
take a break or continue the test at another time if the child cannot or does not want to
proceed.
5. Testing for purposes of program accountability should employ appropriate sampling
methods whenever feasible. Testing a representative sample of the children who
participate in a program avoids the need to test every child. Sampling strategies reduce
the overall time spent in testing and minimize the chances for placing undue stress on
children and burden on teachers and classrooms.
Other conditions that contribute to the reliability and validity of measures depend on the type of
measure being used. Decisions on where testing should take place, who should administer the
assessment, and the types of skills to be evaluated will differ for standardized tests and informal
measures. For standardized test scores to be reliable and valid, the following criteria should be
met:
1. Standardized tests should contain enough items to allow scores to represent a
diverse range of individual ability. In order to identify and distinguish among children
of low, average and high levels of ability, standard scores must be applicable to children
at either end of the spectrum and be sensitive to relatively minor differences in skill
level.
2. Testing should take place in a controlled environment that at least approximates the
conditions experienced by the population on which the measure was standardized.
Most tests need to be administered in a quiet area, relatively free from distraction. If
testing is frequently interrupted or if a child’s attention is drawn to other matters, results
will not accurately reflect ability. Meeting environmental demands is particularly
challenging with school-based assessments since space and privacy are at such a
premium in schools.
3. Examiners should be appropriately trained and familiar with testing materials and
procedures. Because standard administration is the goal, examiners must understand the
importance of considerations such as pacing, tone of voice, and establishing positive
rapport with the child. Ideally, the examiner will be experienced and comfortable
working with young children.
Creating a valid informal assessment for young children is a difficult task that demands unique
considerations. It must be meaningful and authentic, evaluate a valid sample of behavior, be
based on performance standards that are genuine benchmarks, and have authentic scoring. If
Assessment and Evaluation in Prekindergarten
78 Appendix A
scores on these measures are to resemble natural performance, it is incumbent upon the creators
of informal assessment tools to design instruments that accomplish the following:
1. Informal assessments should take place in, or simulate, the natural environment in
which the behavior being evaluated occurs. It should avoid placing the child in an
artificial situation. Otherwise, the assessment may measure the child’s response to the
setting rather than the child’s ability to perform on the content.
2. The assessor should be knowledgeable regarding both the assessment materials and
the children being assessed. Ideally, the person administering the assessment is a
teacher or another adult who interacts regularly with the child, so long as this familiarity
does not invalidate the assessment through personal biases. When an outside researcher
or evaluator must administer the assessment, it is best if the individual(s) spend time in
the classroom beforehand, becoming a familiar and friendly figure to the children.
Assessors who are not familiar with a child should learn what the child’s typical
interactions with adults are like.
3. Assessment should measure real knowledge in the context of real activities. In other
words, the assessment activities as well as the setting should not be contrived. They
should resemble children’s ordinary activities as closely as possible, for example,
discussing a book as an adult reads it. Parent or teacher ratings should evaluate naturally
occurring samples of behavior.
4. To the extent possible, assessments should be conducted as a natural part of daily
activities rather than as a time-added or pullout activity. Meeting this criterion helps to
satisfy the earlier standards of a familiar place and assessor, especially if the assessment
can be administered in the context of a normal part of the daily routine (for example,
assessing book knowledge during a regular reading period). In addition, assessment that
is integrated into standard routines avoids placing an additional burden on teachers or
detracting from children’s instructional time.
Conclusion
Recent years have seen a growing public interest in early childhood education. Along with that
support has come the use of “high stakes” assessment to justify the expense and apportion the
dollars. With so much at stake–the future of our nation’s children–it is imperative that we
proceed correctly. Above all, we must guarantee that assessment reflects our highest
educational goals for young children and neither restricts nor distorts the substance of their
early learning. This brief sets forth the criteria for a comprehensive and balanced assessment
system that meets the need for accountability while respecting the well-being and development
of young children. Such a system can include testing, provided it measures applicable
knowledge and skills in a safe and child-affirming situation. It can also include informal
assessments, provided they too meet psychometric standards of reliability and validity.
Developing and implementing a balanced approach to assessment is not an easy or inexpensive
Assessment and Evaluation in Prekindergarten
79Appendix A
undertaking. But because we value our children and respect those charged with their education,
it is an investment worth making.
Policy Recommendations
Require that measures included in an assessment be selected by qualified professionals to
ensure that they are reliable, valid and appropriate for the children being assessed.
Develop systems of analyses so that test scores are interpreted as part of a broader
assessment that may include observations, portfolios, or ratings from teachers and/or
parents.
Base policy decisions on an evaluation of data that reflects all aspects of children’s
development – cognitive, emotional, social, and physical.
Involve teachers and parents in the assessment process so that children’s behaviors and
abilities can be understood in various contexts and so cooperative relationships among
families and school staff can be fostered.
Provide training for early childhood teachers and administrators to understand and interpret
standardized tests and other measures of learning and development. Emphasize precautions
specific to the assessment of young children.
Endnotes:
1 Bredekamp, S., & Rosegrant, T. (Eds.) (1992). Reaching Potentials: Appropriate Curriculum and
Assessment for Young Children. Washington, DC: National Association for the Education of Young
Children.
2 National Association for the Education of Young Children and National Association of Early Childhood
Specialists in State Departments of Education (2003). Early Childhood Curriculum, Assessment, and
Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through
Age 8. Washington, DC: Authors. Available online at
http://www.naeyc.org/resources/position_statements/pscape.asp.
3 Airasian, P. (2002). Assessment in the classroom. New York: McGraw-Hill.
4 Airasian, P. (2002).
5 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction.Washington, DC:
National Institute of Child Health and Human Development, National Institutes of Health.
6 National Research Council. (2000a). Eager to learn: Educating our preschoolers. Washington, DC:
National Academy Press.; National Research Council. (2000b). Neurons to neighborhoods: The science of
early childhood development. Washington, DC: National Academy Press.
7 American Educational Research Association, American Psychological Association, & National Council
of Measurement in Education. (1999). Standards for educational and psychological testing.Washington,
DC: American Psychological Association.
8 National Education Goals Panel. (1998). Principles and recommendations for early childhood
assessments. Washington, DC: Author.
9 Meisels, S. (2003). Can Head Start pass the test? Education Week, 22(27), 44 & 29.
Assessment and Evaluation in Prekindergarten
80 Appendix A
10 Hills, T.W. (1992). Reaching potentials through appropriate assessment. In S. Bredekamp & T
Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1,
pp. 43-63). Washington, DC: National Association for the Education of Young Children.
11 McLaughlin, M., & Vogt, M. (1997). Portfolios in teacher education. Newark, Delaware: International
Reading Association.; Paris, S. G., & Ayers, L. R. (1994). Becoming reflective students and teachers with
portfolios and authentic assessment. Washington DC: American Psychological Association.
12 Wiggins, G. (1992). Creating tests worth taking. Educational Leadership, 49(8), 26–33.
13 Wolf, D., Bixby, J., Glenn, J., & Gardner, H. (1991). To use their minds well: Investigating new forms
of student assessment. In G. Grant (Ed.), Review of research in education, Vol 17 (pp. 31–
74).Washington D.C.: American Educational Research Association.
14 Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment.
Educational Measurement Issues and Practice, 36–44.
15 Shaklee, B. D., Barbour, N. E., Ambrose, R., & Hansford, S. J. (1997). Designing and using portfolios.
Boston: Allyn & Bacon.
16 Paris & Ayers (1994).; Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991).What makes a portfolio a
portfolio? Educational Leadership, 48(5), 60–63.;Wolf, K., & Siu-Runyan, Y. (1996). Portfolio purposes
and possibilities. Journal of Adolescent and Adult Literacy, 40(1), 30–37.; Valencia, S.W. (1990). A
portfolio approach to classroom reading assessment: The whys, whats and hows. The Reading Teacher,
43(4), 338–340.
17 Herman, J. L., & Winters, L. (1994). Portfolio research: A slim collection. Educational Leadership,
52(2), 48–55.
18 Graves, D. H., & Sunstein, B. S. (1992). Portfolio portraits. New Hampshire: Heinemann.; Valencia,
S.W. (1990).;Wolf, K. & Siu-Runyan, Y. (1996).
19 Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry
Preschool study through age 27. Ypsilanti, MI: High/Scope Press.
20 Zill, N., Connell, D.,McKey, R. H., O’Brien, R. et al. (2001). Head Start FACES: Longitudinal
Findings on Program Performance, Third Progress Report. Washington, DC: Administration on Children,
Youth and Families, U.S. Department of Health and Human Services.
by Ann S. Epstein, Ph.D., Lawrence J. Schweinhart, Ph.D., Andrea DeBruin-Parecki Ph.D.,
and Kenneth B. Robin, PsyM.
Ann S. Epstein, Ph.D., is Director of the High/Scope Early Childhood Division. Lawrence J. Schweinhart,
Ph.D., is President of High/Scope. Andrea DeBruin-Parecki, Ph. D., is Director of the High/Scope Early
Childhood Reading Institute. Kenneth B. Robin, Psy.M., is a Research Associate at the National Institute
for Early Education Research.
Preschool Assessment: A Guide to Developing a Balanced Approach is issue 7 in a series of briefs,
Preschool Policy Matters. This policy brief is a joint publication of the National Institute for Early
Education Research and the High/Scope Educational Research Foundation. It may be reprinted with
permission, provided there are no changes in the content.
For information on other National Institute for Early Education Research publications, visit their
website at
http://nieer.org/
Assessment and Evaluation in Prekindergarten
81Appendix BAssessment and Evaluation in Prekindergarten
B APPENDIX B
REGINA PUBLIC SCHOOL DIVISION
PREKINDERGARTEN RUBRIC
Communication Development• Listening• Speaking — Content• Speaking — Form• Speaking — Use
Literacy Development• Reading Skills• Writing Behaviour• Writing for Meaning
Cognitive Development
Social/Emotional Development
Assessment and Evaluation in Prekindergarten
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Appendix B
Updated: December 12, 2003
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Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Communication Development
Beginning to Develop Developing Highly Developed
Listening
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Ability to
Follow
Directions
Follows one-step directions. Follows 2 - 3 simple
directions: “Give me the
ball and the block” “Get
your shoes and socks.”
Follows 2 - 3 unrelated
directions: “Put your toys
away and get your coat.”
Follows simple commands
when stimulus objects not
present.
Ability to
Retain
Information
Names people and objects. May recite simple nursery
rhymes.
Knows parts of songs.
Repeats nursery rhymes or
jingles.
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Communication Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Recall
Information /
Story Told or
Read
Recalls names of characters
or can describe a character or
main event.
Recalls 2 facts of a new
story or recent events.
Can retell familiar short
story but must re-do
sequence to put an idea into
order of events.
Often forgets the point of a
story and is more likely to
focus on favourite parts.
Recalls 2 events in order of
sequence.
Retells a short story.
Retells a short story with the
aid of pictures.
Recalls general content of
story in sequence.
Retells the content of a story
but confuses facts.
Answers questions on
general facts related to a
story just heard.
Listens to
Ideas of
Others
Listens intermittently to a
short story.
Child is listening but isn’t
yet able to physically attend.
Child needs to move.
Listens attentively to short
stories and books.
Likes familiar stories told
without any changes in
words.
Can listen to short stories
and conversations with
sustained interest.
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Communication Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Focus Demonstrates attentive facial
expression and body
language.
Listens for general
rather than specific detail.
Speaking Content
Vocabulary Beginning to use words to
meet needs and express
ideas.
Comprehends 1200 - 2000
words.
Uses 900 - 1000 words (3
yrs.).
Uses 1500 - 1600 words (4
yrs.).
Shows steady growth in
vocabulary.
Tends to overgeneralize
meaning and make up
words to meet needs.
Comprehends 2500 - 2800
words.
Uses 2100 - 2200 words (5
yrs.)
Learns new vocabulary
quickly if related to own
experiences.
Tries to communicate more
than vocabulary allows,
borrows and extends words
to create meaning.
Asks the meaning of words.
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Communication Development
Beginning to Develop Developing Highly Developed
Speaking – Form
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Sentence
Structure /
Syntax
Gestures only.
One and two-word phrases.
Uses 3 or more words.
Uses simple sentences of at
least 3 - 5 words.
Sentences contain subject
and verb: “I see the ball.”
“I pulled it on.”
Links two ideas by
combining sentences with
“and” - compound sentence.
May make some grammat-
ical mistakes like over
extending “ed” - wented for
went. Difficulty with
irregular plurals - foots for
feet. (May continue up to
age 5).
Uses sentences of 4 - 7
words (4-4½ yrs.).
Uses sentences of 5 - 8
words (4½ - 5 yrs.).
Demonstrates good usage of
declarative, negative and
imperative sentence types.
“Where is the ball?” “I can't
do it.” “Get the truck.”
Uses more advanced
sentence structure - joins
sentences together to form
longer units using
conjunctions such as “and,”
“but” and “if.”
Experiments with new
constructions, creating some
comprehension difficulties
for the listener.
May spontaneously correct
grammatical errors (5 yrs.).
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Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Communication Development
Beginning to Develop Developing Highly Developed
Speaking Use
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Interacts
Verbally With
Others
Responds to and makes
verbal greetings.
Imitates conversations.
Responds to and makes
verbal greetings.
Shows an interest in
conversation of others.
May have difficulty taking
turns in conversation.
Changes topics quickly.
Carries on lengthy
conversation with adults (4
yrs.).
Initiates conversation - may
not respond to adult-
initiated.
Can introduce topics and
sustain over at least 2 turns.
May not be aware of way in
which opting in and out of
conversation can be
manipulated.
Sometimes difficult for child
to give speaker role back to
listener or as listener to
follow on from previous
utterance.
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Communication Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Uses Language
In a Variety of
Ways:
a) Communi-
cates needs
and wishes.
Uses one or two-word
phrases. Directive speech:
commands, requests,
threatens to protect self-
interests.
Still speaks chiefly of self
(actions, thoughts).
Justifies behaviours or
claims e.g.: “I hit him
because.”
b) To seek in-
formation. Beginning to use inflection
to indicate questions.
Questions other’s activities.
Asks many who, what,
Asks meaning of simple
words and abstracts.
Asks many fact-finding
questions.
Not always
interested
in answers
to their
questions.
where and why questions
but shows confusion in
responding to some
questions (how, when and
why).
Asks questions to fill gaps.
Often asks questions to
which he knows the
answer.
Asks for permission, “Can
I?”
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Communication Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
c) In
imaginative
situations.
Beginning to use “self talk.”
Experiments with words and
sounds.
Understands when told
“let's pretend.”
Speaks of imaginary
conditions and friends as if
real.
Listens to and tells stories
confusing fact and fantasy.
Expresses self in dramatic
play (role-playing).
d) Interpret
and predict
outcomes.
Not applicable. Predicts outcome of
familiar story. Predicts logical outcome
based on past experiences,
e.g., past experience
climbing fence resulted in
falling.
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Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
e) Comments
on past and
present
experiences.
Remembers something when
not in sight, usually a
singular event.
Names objects and people
not present.
Tells about immediate
experiences.
Describes objects/event that
is not present, e.g., new toy.
Relates simple experiences
with understanding of
sequence.
Links past/present events.
Recounts events in recent
past (may have difficulty
sequencing).
Participates in-group
discussion (i.e. planning a
trip).
f) Awareness
of listener’s
needs.
Increases vocal volume or
uses physical gestures to
ensure listener’s attention.
Meaning is clear to child
but not always clear to
listener.
Doesn't always consider
listener's needs (egocen-
tricity).
Describes things in non-
precise way.
Makes conversational
repairs when listener has
not understood.
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Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Literacy Development Reading Skills
Beginning to Develop Developing Highly Developed
Reading Behaviour
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Role Play
Phase
Holds book.
Turns pages.
Names pictures.
Shows reading-like
behaviour:
- holds book right way up,
- looks at words and
pictures,
- turns pages,
- uses pictures to construct
ideas.
Experimental
Reading Not applicable. Uses memory of familiar
texts to match some spoken
words and written words.
Early
Reading
Not applicable.
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Literacy Development Reading Skills
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Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Reading for
Meaning
Role Play
Phase Notices environmental print
and symbols.
Comments on symbols,
pictures, environmental
print.
Realizes that print carries a
message, but may read the
writing (meaning)
differently each time.
Focuses on the meaning of
a television program, story,
or other text viewed,
listened to or read
Responses reflect
understanding.
Experimental
Reading
Realizes that print contains a
constant message and may
begin to point to words.
May comment on pictures,
but seldom questions written
text.
Is focused on expressing the
meaning of a story rather
than on reading words
accurately.
Early
Reading
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Literacy Development Reading Skills
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Linking
Personal
Experience to
Reading
Role Play
Phase Non-applicable. Makes links to own
experience when listening
to or “reading” books.
Shows a natural interest in
books and the language of
print.
Experimental
Reading
Uses prior knowledge of
context and personal
experience to make meaning
(e.g., Uses memory of a text
to match with written
words).
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Reading
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Literacy Development Reading Skills
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Reading
Fluency
Role Play
Phase Non-applicable.
Uses pictorial and visual
cues (when watching TV,
listening to or “reading”
stories).
Experimental
Reading
Matches some spoken words
with written words when
reading a book or
environmental print.
Early
Reading
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Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Word
Recognition
Role Play
Phase Notices and recognizes
symbols. Recognizes own name, or
part of it, in print.
Experimental
Reading
Recognizes some personally
significant words in context
(chart, book, street sign).
Early
Reading
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Literacy Development Writing Behaviour
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Role Play
Writing
Experiments with writing
tools.
Experiments with marks.
Experiments with marks on
paper with the intention of
communicating a message
or emulating adult writing.
Assigns message to own
symbols.
Experimental
Writing Scribbles.
Mimicks.
Aware that speech can be
written down.
Uses memory of familiar
texts to match some spoken
words and written words.
Writes using simplified oral
language structure (e.g., I brt
loles).
Early
Writing Non-applicable.
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Literacy Development Writing for Meaning
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Role Play
Writing Beginning to be aware that
print carries a message.
Understands that writing
and drawing are different
(e.g., points to words while
reading).
Is aware that print carries a
message.
Experimental
Writing
Realizes that print contains a
constant message.
Uses writing to convey
meaning.
Early
Writing
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Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Linking
Personal
Experience to
Writing
Role Play
of Writing
Makes links to own
experience when listening
to or “reading books.”
Experimental
Writing
Uses prior knowledge of
context and personal
experience to make meaning.
Attempts familiar forms of
writing (e.g., lists, letters,
recounts, stories, messages).
Early
Reading
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Literacy Development Writing Behaviour
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Writing
Fluency
Role Play
Writing
Uses known letters or
approximations of letters to
represent written language.
Experimental
Writing
Demonstrates one-to-one
correspondence between
written and spoken word.
Recognizes some personally
significant words in context.
Relies heavily on the most
obvious sounds of a word.
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Reading
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B
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Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Cognitive Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
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Code
Check
Mark
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Code
Check
Mark
Uses trial and error as a way of
learning
Persists to personally satisfying
level of completion.
Transfers and generalizes to other
situations.
Uses one approach to solve
problems.
Uses a variety of approaches to
problem-solving.
Consistently demonstrates
creativity in solving problems.
Uses questions to gain
information, extend knowledge
and clarify understanding.
Demonstrates curiosity and
interest in exploring the
environment.
Is intrigued by new relationships,
ideas, things.
Focuses on a task: self-selected or
teacher-directed.
Usually completes a task with
little or no adult intervention.
Can stay with a self-selected task
for a very long time, even
returning the next day.
Ass
essm
ent a
nd E
valu
atio
n in
Pre
kind
erga
rten
10
1A
ppendix B
Copyright 2003
Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Cognitive Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
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Code
Check
Mark
Colour
Code
Check
Mark
At times, recalls and relates past
experiences to the present.
Usually recalls and relates past
experiences to the present.
Refers to future events.
Recalls and elaborates on past
experiences to do something new.
Connects past experiences to
future events
Perceives from personal point of
view.
Recognizes that there are other
points of view.
Understands and accepts that
there are other perspectives.
Perceives things to be alike or
different.
Can seriate, can arrange a number
of objects according to self-chosen
criteria.
Classifies by colour, size, shape,
function.
Assessm
ent and Evaluation in P
rekindergarten
10
2A
ppen
dix
B
Copyright 2003
Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Social/Emotional Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Shows interest in observing new
and different activities.
Selects and tries new and different
activities with some
encouragement.
Sometimes shows appropriate
pride and pleasure in new
accomplishments.
Demonstrates confidence by
selecting and trying new and
different activities.
Shows appropriate pride and
pleasure in new accomplish-
ments.
Completes personal, social skills,
tasks with assistance/approval.
Usually demonstrates
independence in completing
personal, social skills, tasks.
Consistently demonstrates
independence in completing
personal, social skills, tasks.
Responds to peers’ and adults’
approaches.
Willingly speaks to peers and
adults.
Initiates speaking and interacting
with peers and adults.
Can enter and exit a group situa-
tion.
Easily enters and exits a group
situation.
Constructively participates in a
group situation.
Ass
essm
ent a
nd E
valu
atio
n in
Pre
kind
erga
rten
10
3A
ppendix B
Copyright 2003
Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Social/Emotional Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Is becoming aware of change and
transitions.
Usually anticipates change and
transitions.
Regularly anticipates and
accommodates change and
transitions.
Occasionally interacts with other
children while playing on own.
Is learning to welcome/accept new
members (and ideas) in play
situations.
Plays cooperatively.
Is learning to demonstrate leader-
ship and inclusion.
Welcomes/accepts new members
(and ideas) in play situations.
Negotiates or compromises with
others in sharing or taking turns.
Demonstrates leadership and in-
clusion.
Is becoming aware of expectations
in different social settings.
Understands expectations in
different social settings.
Models expectations in different
social settings.
Assessm
ent and Evaluation in P
rekindergarten
10
4A
ppen
dix
B
Copyright 2003
Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit
Social/Emotional Development
Beginning to Develop Developing Highly Developed
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Colour
Code
Check
Mark
Is becoming aware of others’
feelings.
Shows capacity to empathize.
On a regular basis demonstrates
empathy.
Is learning that people and things
are to be respected.
At times demonstrates respect and
care.
Consistently demonstrates re-
spect and care.
Beginning to express feelings
when frustrated/angry.
Is learning to resolve play con-
flicts positively.
Resolves play conflicts
positively.
Ass
essm
ent a
nd E
valu
atio
n in
Pre
kind
erga
rten
105Appendix CAssessment and Evaluation in Prekindergarten
C APPENDIX C
SASKATOON PUBLIC SCHOOL DIVISION
PREKINDERGARTEN ASSESSMENT AND
EVALUATION RESOURCES
C.1 The Prekindergarten Assessment Tool
C.2 Teacher Tools and Activities to Encourage the Development of Skills
107Appendix CAssessment and Evaluation in Prekindergarten
Saskatoon Community Schools Prekindergarten Board
The Prekindergarten
Assessment Tool
Created by: Patricia Carey, Speech and Language Pathologist Laurel Clark, Prekindergarten Coordinator SCSPB Andrea Fiss, Teacher SCSPB Krista Herzog, Speech and Language Pathologist Elsie Mills, Teacher SCSPB Michelle Timm, Teacher SCSPB Rhonda Wacker, Teacher SCSPB Ruth Wong, Child Psychologist © November, 2004
108 Appendix C
TABLE OF CONTENTS
Rationale ............................................................................................................................107
How does the Rubric work? ..............................................................................................108
Summary Page ..................................................................................................................109
Receptive Language Skills ................................................................................................110
Expressive Language Skills ..............................................................................................111
Literacy Skills ....................................................................................................................112
Numeracy Skills ................................................................................................................113
Large Motor Skills ............................................................................................................114
Fine Motor Skills ..............................................................................................................115
Social and Emotional Skills ..............................................................................................116
Self-Identity Skills ............................................................................................................117
Safety Skills ......................................................................................................................118
Self-Help/Independence Skills ..........................................................................................119
Academic Skills ................................................................................................................120
Sample Assessment Report Card ......................................................................................121
Blank Assessment Report Card ........................................................................................125
Teacher Tools and Activities..............................................................................................129
Introduction........................................................................................................................130
Teacher Tools and Activities to Encourage the Development of:
Receptive Language Skills ................................................................................................131
Expressive Language Skills ..............................................................................................133
Literacy Skills ....................................................................................................................135
Numeracy Skills ................................................................................................................136
Large Motor Skills ............................................................................................................137
Fine Motor Skills ..............................................................................................................138
Social and Emotional Skills ..............................................................................................139
Self-Identity Skills ............................................................................................................141
Safety Skills ......................................................................................................................142
Self-Help/Independence Skills ..........................................................................................143
Academic Skills ................................................................................................................144
Prekindergarten Assessment and Evaluation
Assessment and Evaluation in Prekindergarten
109Appendix C
Rationale:
The Prekindergarten Rubric Assessment was designed to measure overall growth in skill development over a specified period of time. Each area of skill development; receptive language, expressive language, literacy, numeracy, large motor, fine motor, social and emotional, self-identity, health and safety, and self-help; is further sub-divided into 2-4 observable skills. These skills are then divided into four descriptors; behaviors exhibited at a specific stage of development in the skill continuum, four being the optimal level of development or kindergarten readiness. After completing the Rubric Assessment, the overall growth of an individual child and/or a group can be determined in a specific skill area or all skill areas. A comprehensive picture of each child’s development and the development of the group of children as a whole will allow the following:
The areas of need for an individual child can be assessed and specific teaching strategies implemented to assist the child in continued growth.
The areas of need for a small or whole group of children can be assessed
and specific teaching strategies implemented to assist the children in continued growth.
The teacher can assess his/her own teaching effectiveness in specific
areas and determine areas for further development.
An overall picture of all Prekindergarten children’s growth can be created. Areas of concern can be addressed through Professional Development, Teacher and Teacher Associate training, program development and the provision of services.
Prekindergarten Coordinator Laurel Clark
Assessment and Evaluation in Prekindergarten
110 Appendix C Assessment and Evaluation in Prekindergarten
111Appendix CAssessment and Evaluation in Prekindergarten
Su
mm
ary
Pa
ge
Pr
ekin
derg
arte
n Pr
ogra
m: _
____
____
____
____
____
____
____
_
Teac
her:
____
____
____
____
____
_Rep
ortin
g Pe
riod:
___
____
__
Chi
ld’s
Nam
e: _
____
____
____
____
Birth
Dat
e: _
____
____
____
_
R
ub
ric
Le
ve
l R
ub
ric
Le
ve
l R
ub
ric
Le
ve
l
Skill A
rea:
Rep
ort
1
Rep
ort
2
Rep
ort
3
Co
mm
en
ts:
Recep
tive L
an
gu
ag
e:
Follo
ws d
irect
ions
.
Atte
nds
to te
ache
r-dire
cted
ac
tivity
.
Exp
ressiv
e L
an
gu
ag
e:
Use
s ne
w w
ords
.
Con
nect
s wo
rds.
Answ
ers
ques
tions
.
Lit
era
cy S
kills
:
Und
erst
ands
boo
k co
ncep
t.
Parti
cipa
tes
in s
ongs
and
fin
gerp
lays
.
Rec
alls
sto
ries,
pre
dict
s an
d se
quen
ces.
Nu
me
rac
y S
kil
ls:
Cou
nts
num
bers
1-1
0 an
d 1t
o1
corre
spon
denc
e.
Use
s co
mpa
rison
wor
ds.
Can
gro
up a
nd m
atch
set
s (c
lass
ifyin
g, s
ortin
g)
Larg
e M
oto
r S
kil
ls:
Parti
cipa
tes
in la
rge
mot
or
activ
ities
.
Dem
onst
rate
s ba
sic
coor
dina
tion
skills
.
Fin
e M
oto
r S
kills
:
Dem
onst
rate
s ey
e-ha
nd
coor
dina
tion.
Hol
ds a
nd c
uts
with
sci
ssor
s.
Dem
onst
rate
s fin
e m
otor
m
anip
ulat
ion
thro
ugh
writi
ng
grip
.
Use
s va
riety
of t
actil
e m
ater
ials
.
R
ub
ric
Le
ve
l R
ub
ric
Le
ve
l R
ub
ric
Le
ve
l
Skill A
rea:
Rep
ort
R
ep
ort
2
Rep
ort
3
Co
mm
en
ts:
So
cia
l an
d E
mo
tio
na
l S
kills
:
Sh
ares
and
take
s tu
rns.
Res
olve
s co
nflic
ts p
ositi
vely.
Und
erst
ands
feel
ings
.
Initi
ates
and
mai
ntai
ns p
eer
inte
ract
ions
.
S
elf
-Id
en
tity
Skil
ls:
Iden
tifie
s na
me
in p
rint.
Kn
ow n
ame,
age
, and
gen
der.
Id
entif
ies
fam
ily u
nit.
H
ealt
h a
nd
Safe
ty:
Dem
onst
rate
s sa
fety
sen
se.
Fo
llows
bas
ic h
ealth
and
saf
ety
prac
tices
.
S
elf
-He
lp/I
nd
ep
en
de
nc
e S
kil
ls:
Follo
ws c
lass
room
rule
s an
d ro
utin
es.
Sele
cts
and
com
plet
es ta
sks
inde
pend
ently
.
At
tend
s to
per
sona
l car
e.
A
ca
de
mic
Sk
ills
:
Id
entif
ies
10 b
asic
col
ors.
Iden
tifie
s 4
basi
c sh
apes
.
Iden
tifie
s le
tters
of t
he a
lpha
bet.
Ad
dit
ion
al
Co
mm
en
ts:
112 Appendix C Assessment and Evaluation in Prekindergarten
Skill 4 3 2 1
Follows directions
Can follow 3 (or more) part directions. More complicated, more abstract with no assistance. (To be completed independently)
Can follow 2 part directions without any assistance. (Must be completed independently)
Can follow one simple, single step without any assistance. One direction only. (Does not follow the class and completes task independently)
Can follow simple, one step direction with provided gesture. May need guidance.
Attends to teacher-directed activity
Is able to attend to teacher directed activity for ten minutes or more.
Is able to attend to teacher directed activity for 6-9 minutes.
Is able to attend to teacher directed activity for 2-5 minutes.
Is unable to attend to teacher directed activity.
Receptive Language Skills:
113Appendix CAssessment and Evaluation in Prekindergarten
Skill 4 3 2 1
Uses new words appropriately.
Vocabulary words are countless. New words are surprising.
New words are used correctly in context..
Uses new two-word combinations including nouns, verbs, prepositions (on, in etc.) and possessive words (my, your, him’s, etc.)
Vocabulary growth is limited to new single words (nouns and action words) after much repetition. Uses only a few concrete words.
Connects words (syntax)
Combining many words into sentences which tell about an event, experience, etc. Combines many words using descriptive language. Using connective words and, or, but.
Combining 4-5 words. (ie: My big dog go fast) Sentence length is growing.
Combining three words (ie: My big dog)
Combining two words (ie: Big dog)
Answers questions
Can verbally respond to questions using several words. (ie: When do you come to school?, Why do you need mitts?
Can answer harder question types (one word answer will do) (ie: Who lives with you?)
Can answer harder questions asked simply. (One word answer) (ie: Where do you live?)
Can answer simple questions (ie: What is your name?) May need prompting.
Expressive Language Skills:
114 Appendix C Assessment and Evaluation in Prekindergarten
Skill 4 3 2 1
Understands Book Concept
Demonstrates knowledge that a book tells a story. By “reading the pictures” or the story as he remembers it from the teacher. He/she may have favorite books. Uses descriptive and novel words relating to story.
Chooses/selects book based on interest. Turns pages one at a time and looks at each page with interest and comments. Holds the book correctly (not upside down) turns pages, going left to right. Seems to recognize beginning and end.
Shows interest in books. Opens it and looks.
No concept of a book. No recognition of the object by function. Disregard or inappropriate use (ripping, throwing).
Participates in Songs and Fingerplays
Participates with confidence. May even ask for or initiate songs and fingerplays. Can offer rhyming words, understands the rhythm of the verse or music. Is able to substitute words or fill in the blanks. Can wait for turn.
Participates and shows that he/she knows the words. May take his turn but may still need a prompt. May rhyme and is trying the rhythm. He/she made need some encouragement.
More enthusiastically joins in or participates with vocalizations and actions. May know some of the tune, rhythm, or rhyme. (needs encouragement)
May participate non-verbally. May clap and do some actions. (May still be reluctant or apprehensive)
Recalls stories, predicts and sequences.
Is able to tell the whole story, with no assistance, in the correct sequence and can adapt the story by offering new or novel information. It may be a silly word or concept but he is able to play with the story.
After multiple repetitions (opportunities to hear the same predictable story) can accurately recall a verse of a story. (ie: Brown Bear…looking at me)
With a model can complete or recall the phrase correctly. Ie) Brown Bear Brown Bear -------------- or follows a model to fill in the word. Ie) Brown Bear, Brown Bear
Cannot fill in a word in a familiar story even with picture assistance.
Literacy Skills:
115Appendix CAssessment and Evaluation in Prekindergarten
Skill
4 3 2 1
Counts numbers 1-10 and 1 to 1 correspondence.
Correctly counts Between six and ten objects.
Correctly counts between one and five objects.
Touches objects and names a number for each one, although the numbers may not be in the correct order.
Does not yet relate number words and objects.
Uses comparison words.
Compares three or more things using quantitative words appropriately. (ie: smaller, smallest)
Uses quantitative concept words. (ie: This one is bigger than that one)
Follows directions that involve quantitative concepts (ie: take the biggest cookie)
Does not yet use or respond to quantitative concepts (ie: bigger, biggest)
Can group and match sets (classifying, sorting)
In sorting, groups objects together on the basis of two or more attributes.
In sorting, groups objects together that are the same in some way but different in other ways (ie: combines red stars and red circles). May describe what has been done.
Groups identical objects together.
Does not yet sort objects into groups.
Numeracy Skills:
116 Appendix C Assessment and Evaluation in Prekindergarten
Skill
4 3 2 1
Participates in Large Motor Activities.
Participates in large motor activities individually and in groups. Uses a variety of gym equipment and enjoys challenges.
Usually participates in large motor activities in groups and individually. Will try new equipment with guidance. Accepts challenges with encouragement.
Will occasionally participate in large motor activities. Not confident in whole group activities. Most of the students time is spent observing or playing alone. Is not comfortable accepting challenges.
Does not participate in large motor activities individually or in groups. Sits on the sidelines and observes. Is unwilling to try new equipment or activities.
Demonstrates basic coordination skills. ie) walking, running, hopping, skipping, jumping, galloping, bending, stretching, pulling, pushing, balancing
Can demonstrate 5 basic coordination skills.
Can demonstrate 4 basic coordination skills.
Can demonstrate 2 or 3 basic coordination skills.
Can demonstrate 1 or less of the basic coordination skills.
Large Motor Skills:
117Appendix CAssessment and Evaluation in Prekindergarten
Skill 4 3 2 1
Demonstrates eye-hand Coordination. ie) pegs, puzzles, lacing, zippers, pouring, buttons
Completes eye-hand coordination activities unassisted.
Completes eye-hand coordination activities with some assistance.
Completes eye-hand coordination activities with assistance.
Demonstrates little or no eye-hand coordination.
Holds and cuts with scissors.
Can hold and cut with scissors correctly:
- straight line
Can hold and cut with scissors correctly:
- straight line - simple shapes
Can hold and cut with scissors.
- short random strips
Can cut with scissors with assistance. May not hold correctly. - shapes
- non-paper materials
Demonstrates fine motor manipulation through writing grips. uses pincer grasp.
Uses thumb, index finger and middle finger to grip writing tools. Wrist slightly extended. Demonstrates fine localized movement.
Crude approximation of thumb, index, and middle fingers grasp. No fine localized movement. Hand moves as a unit.
Forearm moves as a unit. Held with fingers. Wrist straight.
Held with fisted hand, wrist slightly flexed. Arm moves as a unit.
Uses variety of tactile materials. ie) playdough, sand, fingerpaint, shaving cream
Is engaged in using a variety of tactile materials.
Is engaged using only some tactile media.
Shows preference for specific tactile materials. ie) Appears to like only soft textures.
Has no interest in tactile materials. May demonstrate dislike of particular textures.
Fine Motor Skills:
118 Appendix C Assessment and Evaluation in Prekindergarten
Skill 4 3 2 1
Shares and Takes Turns
Shares and takes turns independently. Shares and takes turns without being asked.
Can share and take turns. Understands sharing and turn taking as part of routine.
Is able to share and take turns with prompt and encouragement.
Does not share or take turns.
Resolves Conflicts Positively
Is able to positively resolve most conflicts independently.
Is able to positively resolve most conflicts with the guidance of an adult.
Has a hard time suggesting or following positive actions to resolve conflicts.
Cannot resolve conflicts.
Understands Feelings.
Is able to understand feelings of another peer or adult. May comfort or indicate understanding verbally. ie) He’s sad.
Is able to express own feelings to adult or peer and may verbally express these feelings. ie) I’m mad.
Understands basic “feeling words”. Is aware of own feelings.
Does not understand feeling words and shows no interest in emotions demonstrated by others.
Initiates and Maintains Peer Interactions
Initiates and maintains interactions independently. Engages mainly in cooperative play.
Initiates interactions and can maintain interaction with encouragement and prompts. Is beginning to play cooperatively.
Does not initiate interactions. Engages in parallel play.
Does not initiate interactions with peers. Chooses to play alone.
Social and Emotional Skills:
119Appendix CAssessment and Evaluation in Prekindergarten
Skill: 4 3 2 1
Identifies name in print.
Is able to recognize their printed name in a variety of places throughout the room
Is able to recognize their printed name in at least 2 places in the classroom.
Is able to recognize their printed name with some assistance or clues.
Is unable to recognize their printed name even with assistance.
Knows full name, age and gender.
Knows their full name, age and their gender and is able to share that information with an adult.
Knows part of their name, age, gender and is able to share that information with an adult.
Is able to share the information of their name, age and gender with some assistance from an adult.
Is unable to identify their name, age or gender even with assistance.
Identifies “family” unit*.
Is knowledgeable about close family members and can share with an adult who belongs in their family.
Is able to identify brothers and sisters in their family.
Is able to identify some family members with some assistance.
Is unable to identify family members from others not in their family.
*The term family is subject to interpretation and should be adapted to the families, community and program.
Self-Identity Skills
120 Appendix C Assessment and Evaluation in Prekindergarten
Skill
4 3 2 1
Demonstrates “Safety Sense”.
Has “safety sense”. Is aware of danger and concerned for own safety and that of others.
Has some “safety sense”. Is able to understand danger but may need reminders.
Has “safety sense” when guided by an adult.
Has no “safety sense”. Does not understand dangers to self and others.
Follows basic safety rules.
Understands and follows basic safety rules.
Follows most safety rules with reminders. May not understand their purpose.
Follows basic safety rules with constant supervision.
Does not understand or follow safety rules.
Provide lesson and/or unit plans in the following areas: - street safety - bike safety - stranger safety - fire safety - classroom safety/correct use of classroom materials
Safety Skills
121Appendix CAssessment and Evaluation in Prekindergarten
Skill
4 3 2 1
Follows rules and routines.
Is able to follow classroom routines regularly and can predict what comes next.
Is able to follow classroom rules and routines most of the time and can sometimes predict what will come next.
Is able to follow classroom rules and routines but needs to be given prompts and reminded of what comes next.
Is unable to follow any rules or routines without adult assistance.
Selects and completes tasks.
Selects a variety of tasks and completes them independently.
Needs some direction to select and complete a variety of tasks.
Needs adult assistance in selecting and completing a variety of tasks.
Is unable to choose tasks on their own and is not able to complete them without assistance.
Attends to personal care.
Is independent in all areas of personal care. ie) toileting, dressing, hand washing, cleaning up after snack).
Needs some assistance in some personal care areas.
Needs to be reminded and needs some assistance in all personal care areas.
Is unable to care for their personal needs independently and requires assistance in all areas.
Provide lessons and/or unit plans in the following areas: - hygiene - nutrition - personal care: handwashing, dressing appropriately, cleaning up
Self-help/Independence Skills
122 Appendix C Assessment and Evaluation in Prekindergarten
Skill Area
4 3 2 1
Can identify ten basic colors: red, yellow, blue, green, orange, purple, pink, brown, black, white.
Identifies and labels ten colors. Can label colors in any context. ie) When given two alike shapes but different colors, can name each color. Understands color abstractly. ie) Can answer a question: “What color of crayon would you like?” without seeing the color. Can group according to color and one other attribute.
Identifies and labels at least five colors. Recognizes color in relation to concrete objects. ie) yellow sun, green grass, brown bear Understands color concepts: ie) Can answer a question:“What color is it?” using concrete objects. Can determine differences. ie) “Is it blue or red?”
Identifies and labels more than one color. Can answer:” Is it blue?” using concrete examples. Can identify objects of the same color.
Does not understand the concept of color.
Can identify shapes: circle, triangle, square, rectangle.
Identifies and labels four shapes.
Identifies and labels at least two shapes.
Identifies and labels one shape.
Does not understand the concept of shape.
Can label shapes in any context. ie) When given two alike shapes but different sizes determines that they are the same shape.
Recognizes shape in relation to concrete objects. ie) the ball is a circle
Can answer: “Is it a circle?” using concrete examples.
Can identify objects of the same shape. Understands shape
concepts: Can identify parts of a whole.
Can answer a question: “What shape is it? ”Using concrete objects. ie) Find the shapes: the
wheel on the car is a circle.
Can determine the difference between shapes. ie) “Is it a circle or a triangle?” using concrete objects.
Understands shapes in the abstract. ie) Can answer a question: “What shape is a ball?” without seeing the object.
Can identify the letters of
Identifies and labels some letters of the alphabet.
Can identify and label some letters of the alphabet.
Can identify some letters of the alphabet. May not label them.
Does not understand the concept of letters. alphabet.
Understands that letters combined make a word. ie) name
Can identify alike and different letters.
Can group alike letters.
Can determine the difference between letters. “Is it an A or a B?”
Can answer: “Is it an “A”?” using concrete examples.
Academic Skills
123Appendix CAssessment and Evaluation in Prekindergarten
Sample Assessment Report Card:
Child’s Name: ____________________________________
Date of Birth: ___________________________________________ Prekindergarten Program: ___________________________
Teacher’s Name: __________________________________ Reporting Period:__________________________________________
(Place Child’s Picture Here)
124 Appendix C Assessment and Evaluation in Prekindergarten
Skill Area:
Language
Can follow 2 part directions without any assistance. (Must be completed independently) Child is able to attend to teacher directed activity for 2-5 minutes. Combining three words (ie: My big dog)
Literacy
Chooses/selects book based on interest. Turns pages one at a time and looks at each page with interest and comments. Holds the book correctly (not upside down) turns pages, going left to right. Seems to recognize beginning and end. May participate non-verbally. May clap and do some actions. (May still be reluctant or apprehensive)
Number Skills
Child touches objects and names a number for each one, although the numbers may not be in the correct order. Child follows directions that involve quantitative concepts (ie: take the biggest cookie)
Physical Skills
Participates in large motor activities individually and in groups. Uses a variety of gym equipment and enjoys challenges. Student can demonstrate 4 basic coordination skills. The student completes eye-hand coordination activities with assistance. Student can hold and cut with scissors correctly:
- straight line - simple shapes
Social Skills
Shares and takes turns independently. Shares and takes turns without being asked.
Is able to positively resolve most conflicts with the guidance of an adult.
Understands basic “feeling words”. Is aware of own feelings.
125Appendix CAssessment and Evaluation in Prekindergarten
Skill Area:
Child is able to recognize their printed name with some assistance or clues.
All About Child knows part of their name, age, gender and is able to share that information with an adult. Me
Child is able to identify some family members with some assistance.
Follows most safety rules with reminders. May not understand their purpose.
Safety Has some “safety sense”. Is able to understand danger but may need reminders.
Child is able to follow classroom rules and routines
most of the time and can sometimes predict what will Self-Help come next.
Child needs adult assistance in selecting and completing a variety of tasks.
Child needs some assistance in some personal care areas.
Identifies and labels at least five colors. Blue, green, red, yellow, black
Academic Skills
Can determine differences. ie) “Is it blue or red?” Identifies and labels one shape. circle Can answer: “Is it a circle?” using concrete examples. Can identify objects of the same shape. Can group alike letters.
126 Appendix C
Teacher Tools and Activities To Encourage the
Development of Skills
Created by: Patricia Carey, Speech and Language Pathologist Laurel Clark, Executive Director SCSPB Andrea Fiss, Teacher Krista Herzog, Speech and Language Pathologist Elsie Mills, Teacher Michelle Timm, Teacher Rhonda Wacker, teacher Ruth Wong, Child Pyschologist © November 2004
Assessment and Evaluation in Prekindergarten
127Appendix C
In
tro
du
cti
on
Th
e fo
llow
ing
teac
her t
ools
and
act
iviti
es a
re d
esig
ned
to a
ssis
t the
teac
her i
n en
cour
agin
g sk
ill de
velo
pmen
t in
each
of
the
skills
are
as in
the
Prek
inde
rgar
ten
Asse
ssm
ent T
ool.
The
activ
ities
are
leve
led
from
1-4
; 1 b
eing
the
sim
ples
t and
4
the
mos
t cha
lleng
ing.
The
teac
her s
houl
d be
gin
at th
e le
vel t
hat c
halle
nges
the
child
. For
exa
mpl
e if
a ch
ild is
com
pete
nt
(can
dem
onst
rate
the
desc
ripto
r with
in th
e ru
bric
s le
vel c
onsi
sten
cy a
nd c
orre
ctly
) at l
evel
2 o
n th
e ru
bric
s th
e te
ache
r w
ould
impl
emen
t the
act
ivity
or t
ool t
hat i
s at
leve
l 3.
Spac
e is
pro
vide
d on
eac
h pa
ge fo
r the
teac
her/t
each
er a
ssoc
iate
to
add
thei
r ow
n to
ols
and
activ
ities
.
Lit
era
cy S
kil
ls
Sk
ill
are
a:
4
3
2
1
Ru
bri
cs
As
se
ss
me
nt
Re
ca
lls
sto
rie
s,
pre
dic
ts a
nd
seq
uen
ces
Is a
ble
to te
ll th
e w
hole
sto
ry,
with
no
assi
stan
ce, i
n th
e co
rrect
seq
uenc
e an
d ca
n ad
apt t
he s
tory
by
offe
ring
new
or n
ovel
info
rmat
ion.
It
may
be
a si
lly w
ord
or
conc
ept b
ut h
e is
abl
e to
pla
y w
ith th
e st
ory.
Afte
r mul
tiple
repe
titio
ns
(opp
ortu
nitie
s to
hea
r the
sa
me
pred
icta
ble
stor
y)
can
accu
rate
ly re
call
a ve
rse
of a
sto
ry.
(ie: B
row
n Be
ar…
look
ing
at m
e)
With
a m
odel
can
co
mpl
ete
or re
call
the
phra
se c
orre
ctly
. ie
) Bro
wn
Bear
Br
own
Bear
---
------
-----
or fo
llow
s a
mod
el to
fill
in th
e w
ord.
ie
) Bro
wn
Bear
, Bro
wn
Bear
Can
not f
ill in
a w
ord
in a
fam
iliar s
tory
ev
en w
ith p
ictu
re
assi
stan
ce.
Teach
er
too
ls
an
d A
cti
vit
ies
Re
ca
lls
sto
rie
s,
pre
dic
ts,
an
d
seq
uen
ces
Use
a fa
milia
r sto
ry o
r nu
rser
y rh
yme.
ie
: “Th
e Th
ree
Bear
s”
Cha
nge
the
char
acte
r and
m
ake
pred
ictio
ns. C
hang
e th
e se
tting
and
M
ake
pred
ictio
ns. W
hat
wou
ld h
appe
n if?
Expe
rienc
e St
orie
s:
Rea
d a
fam
iliar s
tory
. “B
row
n Be
ar, B
row
n Be
ar”
Fill
in th
e bl
ank
usin
g th
e sa
me
patte
rn in
clud
ing
the
colo
r and
obj
ect.
I se
e a
____
___
_loo
king
at m
e As
an
exte
nsio
n, c
reat
e ar
twor
k to
feat
ure
with
the
orig
inal
sen
tenc
e.
Sele
ct p
ictu
res
from
the
stor
y th
at s
how
the
sequ
ence
and
mai
n id
eas
of th
e st
ory.
Hav
e th
e ch
ild s
eque
nce
the
pict
ures
. H
ave
the
child
rete
ll th
e st
ory.
Use
cha
ract
ers
such
as
pup
pets
, fla
nnel
boar
d cu
tout
s to
rete
ll a
fam
iliar
stor
y
Assessment and Evaluation in Prekindergarten
128 Appendix C
Sk
ill 4
3
2
1
Fo
llow
s
dire
ctio
ns
. Activities that dem
onstrate com
prehension of com
parison words:
“big
ge
r, co
lde
r, faste
r” Activities that dem
onstrate what
objects are used for: “b
locks a
re fo
r bu
ildin
g” Activities w
here the child can guess given appropriate hints: “It’s
b
ig, y
ou
ride
on
it, an
d it
live
s o
n a
farm
. Wh
at
is it?”
Activities where the
child can predict with
the answer: “W
ha
t to d
o
if?” ie) “G
o to
the
ba
ck a
nd
a
sk M
s. ---- to
find
a
lon
ge
r strin
g a
nd
tie it
on
yo
ur s
pid
er”.
Activities that present verbal requests: N
umber concepts –
“Giv
e m
e o
ne
__
__
.” C
ategorization - “Put a
ll th
e fa
rm a
nim
als
In th
e b
ox”.
More com
plex prepositions – “b
eh
ind
, b
etw
ee
n, b
esid
e” D
escribing words – ‘b
ig,
co
ld,fa
st, fu
ll”. ie) “P
ut a
ll the
big
d
ino
sa
urs
in th
e b
aske
t a
nd
pu
t it be
hin
d th
e
ch
air”.
House center activities
that offer choices betw
een two fam
iliar objects: “s
po
on
or fo
rk?’ Activities that show
understanding of the follow
ing vocabulary: First prepositions – ‘in
/ou
t, off/o
n, o
n/u
nd
er ‘
Pronoun recognition – “h
e/s
he”
Object by function –
“cra
yo
n is
for c
olo
ring”
Task completion – “fin
d
the
lid” o
r “pu
t the
bro
om
o
n th
e flo
or”
Activities should occur in natural play situations.
S
ay
les
s a
nd
stre
ss
th
e ta
rge
t wo
rd.
Po
intin
g, e
ye
ga
ze
, o
r ge
stu
res a
re
dis
co
ura
ge
d
ho
we
ve
r, ton
e o
f vo
ice
an
d fa
cia
l e
xp
ressio
n th
at o
ccu
r n
atu
rally
are
e
nco
ura
ge
d w
he
n
inte
ractin
g.
Go
slo
w a
nd
sh
ow
. P
rovid
e fre
qu
en
t re
pe
tition
of th
e
targ
et w
ord
s.
Allo
w th
e c
hild
time
to
resp
on
d (1
0 s
ec.)
In natural one-one activities the teacher requests recognition of a com
mon object:
Object – “b
ea
r/be
ars”
Basic body parts – “(w
he
re) e
ye
s” D
aily needs – “hu
ng
ry,
thirs
ty” Verb/action – “(re
qu
est) c
om
e” Location – “(o
n) ta
ble”
Person – “tea
ch
er”
Ob
se
rve
the
ch
ild’s
a
tten
tion
to a
nd
co
nsid
era
tion
of th
e
info
rma
tion
.
Teach
er T
oo
ls a
nd
Activ
ities to
En
co
ura
ge th
e D
evelo
pm
en
t of R
ecep
tive L
an
gu
ag
e S
kills
Assessment and Evaluation in Prekindergarten
129Appendix C
Sk
ill
Are
a
4
3
2
1
Att
en
ds
to
te
ac
he
r-d
ire
cte
d
Ac
tiv
ity.
Base
d on
the
them
e an
d pr
evio
us e
xper
ienc
es w
ith
the
inst
ruct
ions
, “N
ow
it’s--
-- t
urn
to
pla
y. --
---
, I’m
go
ing
to
pu
t th
ese
ca
rds u
p o
n th
e le
dg
e,
yo
u
loo
k a
nd
sh
ow
me
wh
at
co
me
s n
ext.
”
Prac
tice
taki
ng tu
rns
durin
g lo
nger
list
enin
g si
tuat
ions
: “It
is -
-- t
urn
to
sit b
esid
e
me
an
d lo
ok a
t th
e
me
ssa
ge
bo
ard
. --
-, c
an
yo
u f
ind
th
e a
nim
als
w
ho
liv
e o
n th
e f
arm
?”
Prac
tice
follo
win
g a
sim
ple
stor
y se
quen
ce
usin
g re
call.
Rol
e Pl
ay:
“farm
er
go
ing
in
to t
he
b
arn
”
Pres
ent o
ppor
tuni
ties
in a
gro
up
situ
atio
n to
inde
pend
ently
follo
w
repe
ated
dire
ctio
ns :
ie) “
Go
to
th
e t
ab
le a
nd
fin
d y
ou
r m
at”
or “A
ll th
e g
irls
sta
nd
up
” N
o vi
sual
hin
ts o
r ges
ture
s al
low
ed.
Dur
ing
the
read
ing
of a
sto
ry
chec
k th
e ch
ild’s
atte
ntio
n by
as
king
que
stio
ns s
uch
as ‘T
he
n
wh
at
did
th
e f
arm
er
sa
y?
”
Prac
tice
sim
ple
one-
two
wor
d re
ques
ts.
ie) “
yo
ur
turn
”
“sta
nd
up
” in
co
nte
xt
Res
pond
s to
so
ngs
such
as
“Hea
d an
d Sh
ould
ers”
in
dic
atin
g b
od
y
pa
rts.
Wa
it t
o r
ecog
niz
e t
ha
t th
e c
hild
has h
ea
rd,
pro
ce
sse
d a
nd
u
nd
ers
too
d th
e
info
rma
tio
n.
Re
sp
on
se
ca
n b
e
ve
rba
l, n
on
-ve
rba
l b
ut
mu
st
be
co
rre
ct
an
d
ap
pro
pri
ate
.
Assessment and Evaluation in Prekindergarten
130 Appendix C
Sk
ill 4
3
2
1
Us
es
ne
w w
ord
s
ap
pro
pria
tely
.
Incorporate weekly
or monthly review
stories for continued reinforcem
ent of new
vocabulary at home.
Provide the weekly or
monthly
review stories on Fam
ily Fridays.
Arrange a class trip or invite a special guest to experience the “real thing”. Encourage the children to practice using their new
vocabulary in the appropriate context. Encourage children to invite parents.
Act out the “play” theme w
ith toys and props. Prom
pt the child to produce target w
ords independently using rehearsed scripts, carrier phrases, choices, im
itation, or picture w
ord cards. Intersperse previous target w
ords with new
target words
so the child experiences success and m
aintains old vocabulary.
Incorporates a weekly or m
onthly dram
atic play theme. Select
appropriate toys/props for the play them
e. Select target vocabulary related to the current play them
e. Include: action w
ords, nouns, location w
ords, pronouns, describing w
ords.
Co
nn
ec
ts w
ord
s
into
p
hra
se
s a
nd
s
en
ten
ce
s.
Provide opportunities for the child to use the new
sentence from
and words in
a variety of other contexts such as: - Patterned stories w
ith a repetitive sentence form
- D
ramatic play routines w
ith scripts that include a particular sentence form
- Social play routines that require a particular phrase or sentence to be spoken
Pause and wait to provide an
opportunity for the child to repeat the m
odeled sentence. If the child does not respond then prom
pt the child to im
itate your production.
Model expanded sentences
while playing w
ith the child using w
ords in the child’s vocabulary. Place special em
phasis on the added w
ords. Add a gesture or a special m
ovement to
emphasize the added w
ord.
Engage the child(ren) during the follow
ing types of activities:
- in a fam
iliar play routine w
ith toy -
in pretend play -
in outdoor play -
during snacktime
- songs and fingerplays
- crafts
- interactive book sharing
- cleanup
- social play
Teach
er T
oo
ls to
En
co
ura
ge th
e D
evelo
pm
en
t of E
xp
ressiv
e L
an
gu
ag
e S
kills
:
Assessment and Evaluation in Prekindergarten
131Appendix C
S
kil
l A
rea
4
3
2
1
An
sw
ers
q
ue
sti
on
s.
Inco
rpor
ate
wee
kly
or
mon
thly
revi
ew s
torie
s fo
r th
e ch
ildre
n to
take
hom
e -
to p
rovi
de
oppo
rtuni
ty fo
r pa
rent
s
and
care
give
rs
to a
sk s
peci
fic
ques
tions
ab
out w
hat t
he
ch
ild h
as
done
at s
choo
l -
spec
ific
ques
tions
to
enc
oura
ge a
re
spon
se
by fo
cusi
ng a
nd
na
rrow
ing
the
to
pic
Whe
n fir
st re
adin
g a
book
pa
use
and
ask
ques
tions
to
see
if ch
ildre
n ca
n pr
oble
m
solv
e w
hy s
omet
hing
has
ha
ppen
ed o
r wha
t may
ha
ppen
nex
t in
the
stor
y.
Mod
el a
nd re
hear
se 3
or 4
qu
estio
ns th
at th
e ch
ildre
n ca
n as
k ab
out t
he c
hild
’s it
em.
Wha
t is
it?
Whe
re d
id y
ou g
et it
? W
ho g
ave
it to
you
? W
hat d
oes
it do
? Vi
sual
sup
ports
can
be
used
an
d ke
pt v
isib
le fo
r the
ch
ildre
n as
cue
s or
rem
inde
rs.
Rot
ate
thro
ugh
the
child
ren
for
shar
ing
time
and
for a
skin
g qu
estio
ns.
Inco
rpor
ate
activ
ities
that
re
quire
que
stio
n as
king
and
an
swer
ing
such
as
talk
ing
circ
les,
sha
ring
time,
and
in
tera
ctiv
e bo
ok s
harin
g.
Ea
rly W
H q
ue
stio
ns:
Wh
at
Wh
ere
W
he
n
Wh
o
Wh
y
Assessment and Evaluation in Prekindergarten
132 Appendix C
Sk
ill 4
3
2
1
Un
de
rsta
nd
s
Bo
ok
C
on
ce
pt:
You can judge a book by its cover. U
se the cover of the book to m
ake predictions about its contents.
Have children “read” to each
other, telling the story as they turn the pages.
Encourage children to select books based on interest, them
e, favorites. U
se your lending library and have children take books hom
e regularly.
Incorporate a daily reading tim
e. Use this as an
opportunity to teach book concepts. Parts of a book (front, back), care of books and selecting books.
Pa
rticip
ate
s in
S
on
gs
an
d
Fin
ge
rpla
ys
Have child select and
lead song or fingerplay.Teach songs and fingerplays w
ith echoes. Teach songs or fingerplays that encourage turn-taking and an opportunity for each child to perform
or choose an action. “W
ho Stole the Cookie…
” C
opycat Gam
e: “Let’s play copycat just for fun, W
e’ll copy name because
he’s/she’s the one.”
Introduce new songs and
fingerplays. Teach actions and w
ords.
While singing a fam
iliar song purposely leave out w
ords or actions.D
o the children recognize the m
issing words or actions?
Provide repetition and practice. U
se characters such as puppets, flannelboard cutouts to retell a fam
iliar story
Re
ca
lls,
pre
dic
ts
an
d s
eq
ue
nc
es
Use a fam
iliar story or nursery rhym
e. ie: “The Three Bears” C
hange the character and m
ake predictions. C
hange the setting and M
ake predictions. What
would happen if?
Experience Stories: R
ead a familiar story.
“Brown Bear, Brow
n Bear” Fill in the blank using the sam
e pattern including the color and object. I see a ____ ____looking at m
e As an extension, create artw
ork to feature w
ith the original sentence.
Select pictures from the story
that show the sequence and
main ideas of the story. H
ave the child sequence the pictures. H
ave the child retell the story.
Te
ac
he
r To
ols
an
d A
ctiv
ities
to E
nc
ou
rag
e th
e D
ev
elo
pm
en
t of L
itera
cy S
kills
Assessment and Evaluation in Prekindergarten
133Appendix C
Sk
ill
4
3
2
1
Co
un
ts n
um
be
rs
1 t
o 1
c
orr
es
po
nd
en
ce
Boar
d ga
mes
that
requ
ire
coun
ting
, the
use
of d
ice
or a
sp
inne
r. U
se a
gra
ph o
r cha
rt to
cou
nt
num
bers
of c
hild
ren
play
ing
in
each
cen
ter.
Com
pute
r gam
es
that
pro
vide
pra
ctic
e of
co
untin
g an
d 1
to 1
co
rresp
onde
nce
skills
. Ki
nest
hetic
Aw
aren
ess:
C
reat
e di
ffere
nt g
roup
ings
to
coun
t. U
se th
e ch
ildre
n as
co
unte
rs.
For e
xam
ple:
G
roup
girl
s an
d bo
ys a
nd th
en
coun
t
Use
a c
alen
dar t
o co
unt
days
of
the
wee
k an
d da
ys in
th
e m
onth
. C
ompl
ete
craf
ts th
at
requ
ire c
ount
ing
and
1 to
1 c
orre
spon
denc
e.
For e
xam
ple:
spi
der
with
eig
ht le
gs
Teac
h co
untin
g so
ngs
and
finge
rpla
ys u
sing
ob
ject
s su
ch a
s fla
nnel
boar
d pi
eces
. C
ount
whi
le e
xerc
isin
g:
crea
tes
kine
sthe
tic
awar
enes
s.
Us
es
c
om
pa
ris
on
w
ord
s.
Sort
tedd
y be
ar c
ount
ers
into
sm
all,
med
ium
and
larg
e or
bi
g, b
igge
r, bi
gges
t etc
.
Prov
ide
file
fold
er g
ames
. For
ex
ampl
e: b
ig, b
igge
r, bi
gges
t D
urin
g pl
anni
ng ti
me
use
stra
ws
or s
tring
of
vario
us le
ngth
s. H
ave
the
child
sel
ect o
ne a
nd
then
ask
que
stio
ns s
uch
as “W
hich
stri
ng is
lo
nger
/sho
rter?
” etc
.
Prov
ide
cups
and
pai
ls
etc.
in th
e sa
nd a
nd
wat
er ta
ble.
Use
this
“p
lay”
to in
trodu
ce
com
paris
on w
ords
. R
ead
stor
ies
that
dep
ict
com
paris
on w
ords
. For
ex
ampl
e: T
hree
Bea
rs,
Sand
ra B
oynt
on’s
boo
ks.
Song
s an
d fin
gerp
lays
th
at u
se c
ompa
rison
w
ords
. C
an
gro
up
an
d
ma
tch
se
ts
Whe
n in
trodu
cing
a n
ew to
y as
k ch
ildre
n w
here
it s
houl
d go
and
why
.
Indi
cate
an
area
for a
chi
ld to
cl
ean
up a
nd w
here
eac
h to
y sh
ould
go
and
allo
w th
e ch
ild
to s
ort a
nd p
ut a
way
.
Dur
ing
clea
n up
cla
ssify
to
ys w
ith th
e ch
ildre
n.
For e
xam
ple:
“ Al
l of t
he
red
bloc
ks g
o in
this
bu
cket
”
Giv
e th
e ch
ild o
ne
spec
ific
toy
to p
ick
up.
For e
xam
ple:
“Fin
d al
l the
re
d bl
ocks
”. M
odel
for t
he
child
.
Teach
er
To
ols
an
d A
cti
vit
ies t
o E
nco
ura
ge t
he D
evelo
pm
en
t o
f N
um
era
cy S
kills
Assessment and Evaluation in Prekindergarten
134 Appendix C
Sk
ill 4
3
2
1
Pa
rticip
ate
s in
L
arg
e M
oto
r A
ctiv
ities
an
d U
se
s
Va
riety
of G
ym
E
qu
ipm
en
t Ie
) ho
op
s, b
alls
, o
utd
oo
r e
qu
ipm
en
t, t-ba
ll, g
am
es
, s
ca
rve
s, p
ara
ch
ute
Introduce group gam
es and activities that include both coordination skills and use of gym
equipment.
Ie) “Duck, D
uck, G
oose”, “Musical
Hoops”, “Four
Corners”
Introduce small group
and pair activities. Ie) throw
ing and catching a ball “Follow
the Leader”
Provide several activity stations for children to rotate through individually. Provide a variety of equipm
ent activities and coordination skill activities. (adequate adult supervision is required)
Introduce equipment and
allow children to explore
its use individually. Provide instruction.
De
mo
ns
trate
s
Ba
sic
C
oo
rdin
atio
n S
kills
. Ie
) wa
lkin
g,
run
nin
g,
ho
pp
ing
, sk
ipp
ing
, ju
mp
ing
, ga
llop
ing
, b
en
din
g,
stre
tch
ing
, p
ullin
g, p
us
hin
g,
Dem
onstrate a skill to the children and have all students
Practice coordination skills individually.
Ba
lan
cin
g
Use obstacle courses
to practice locomotor/
non-locomotor skills.
ie) jumping into hoops,
walking on balance
beam.
“Musical M
ovements” –
practice locomotor
movem
ents through gam
es. Have the
children hopping, skipping, jum
ping, etc. to m
usic.
demonstrate the skill w
hile m
oving across the gym betw
een tw
o specified points.
Allow the children to m
ove freely around the gym
and encourage practice of locom
otor and non-locom
otor m
ovements.
Teach
er T
oo
ls a
nd
Activ
ities to
En
co
ura
ge th
e D
evelo
pm
en
t of L
arg
e M
oto
r Skills
Assessment and Evaluation in Prekindergarten
135Appendix C
Sk
ill
4
3
2
1
De
mo
ns
tra
tes
e
ye
-ha
nd
c
oo
rdin
ati
on
Sequ
ence
pat
tern
s of
be
ads
- lin
ing
up
/laci
ng, n
uts
and
bolts
. O
peni
ng/c
losi
ng li
ds.
Usi
ng th
e co
mpu
ter
mou
se
Cro
ssin
g m
idlin
e ac
tiviti
es: p
ipe
clea
ners
C
ooki
ng A
ctiv
ities
: m
easu
ring,
pou
ring,
cu
tting
, rol
ling
Fillin
g ba
gs/ c
onta
iner
s of
di
ffere
nt s
izes
usi
ng
sand
/rice
/bea
ns.
Man
ipul
atin
g du
plo/
bloc
ks.
Larg
e co
nstru
ctio
n to
ys.
Ball
activ
ities
suc
h as
th
row
ing
over
a n
et o
r th
roug
h ho
les,
cat
chin
g an
d th
row
ing.
U
se m
usic
al in
stru
men
ts
such
as
stic
ks, s
poon
s,
tam
bour
ine.
Ho
lds
an
d c
uts
w
ith
scis
so
rs
Use
of t
ools
suc
h as
ho
le p
unch
Gra
spin
g ac
tiviti
es:
tong
s
Gra
spin
g ac
tiviti
es:,
kniv
es, s
poon
s, fo
rks
Sque
ezin
g ac
tiviti
es: b
alls
Fing
er p
uppe
ts a
nd
finge
rpla
ys
Play
doug
h
Cuttin
g s
tages:
1)
cuttin
g s
traig
ht
lines
2)
length
en c
utlin
e
3)
wavy lin
es
4)
shapes (
circle
, oval)
5)
shapes (
square
, tr
iangle
)
Us
es
va
rie
ty o
f T
ac
tile
ma
teri
als
Su
gar c
ube
craf
ts
2 po
inte
d pe
ncils
/cra
yons
Mat
chin
g ta
ctile
m
ater
ials
ie
) 2 c
otto
n ba
lls, 2
be
an b
ags
Cue
tip
pain
ting
Pain
ting
with
pud
ding
, so
ap, s
havi
ng c
ream
Sa
nd ta
ble
mat
eria
ls:
bean
s, n
oodl
es, r
ice
Play
doug
h Bu
bble
Pac
king
Mat
eria
l
Tactile
activitie
s d
evelo
p
skill
s o
f dis
crim
inating
betw
een t
extu
res a
nd
mate
rials
and b
ody
aw
are
ness.
De
mo
ns
tra
tes
fi
ne
m
oto
r m
an
ipu
lati
on
th
rou
gh
wri
tin
g
gri
ps
.
Follo
w d
ots
with
fin
ger,
penc
il or
cr
ayon
Sp
oon:
car
ry d
iffer
ent
obje
cts
Pain
ting
with
a
varie
ty o
f bru
shes
tw
eeze
rs
eyed
ropp
er
Para
chut
e/bl
anke
t gam
es
Thro
win
g ba
ll/be
ach
ball
Ballo
ons
fille
d w
ith d
iffer
ent
mat
eria
ls: w
ater
, bea
ns,
rice,
san
d fo
r squ
eezi
ng
Bean
bags
Writing g
rips a
re d
eve
loped
thro
ugh a
ctivitie
s t
hat
giv
e
us s
tabili
ty in t
he t
runk a
nd
upper
body.
This
allo
ws f
ine
moto
r fu
nction in t
he h
and.
Rop
e pu
ll: C
hild
pul
ls s
elf
to o
ther
s ho
ldin
g ro
pe a
t ot
her e
nd
T
ea
ch
er
To
ols
to
En
co
ura
ge
th
e D
ev
elo
pm
en
t o
f F
ine
Mo
tor
Sk
ills
Assessment and Evaluation in Prekindergarten
136 Appendix C
Sk
ill 4
3
2
1
Sh
are
s a
nd
ta
ke
s tu
rns
. Board gam
es that require taking turns.
Helper chart
Children take turns
completing
classroom jobs.
Use a stone or beanbag
during circle time to
encourage turn-taking. The child w
ho is holding the stone is the one w
ho may speak
and the others should listen.
When com
pleting tasks with tw
o or more
children practice turn-taking skills. U
se a timer for centers that require turn-taking.
For example: com
puter center
Re
so
lve
s
co
nflic
ts
Encourage children to solve the problem
independently.
Allow other children to
offer solutions. Let children involved in the conflict offer solutions. U
se visual cues such as thum
bs up and thumbs dow
n.
Teach a problem solving m
ethod. Teacher directed: Acknow
ledge feelings p
os
itive
ly
Ask what happened
Restate problem
Ask for solutions C
heck back to make sure.
Teach consistent classroom guideline w
ords. For exam
ple: “H
ands are for helping” “W
alking feet” Songs and fingerplays that describe em
otions. U
nd
ers
tan
ds
fe
elin
gs
D
raw pictures of
emotions.
Create a book
I am happy w
hen….
I am sad w
hen…
Read stories that
describe emotions
and identify reasons for the characters em
otions.
Use books and
pictures of facial em
otions for discussion. R
ead stories that describe em
otions and have the children com
pare their own
experiences.
Have children w
ho have difficulty describing their ow
n feelings look in a m
irror. R
ead stories that describe em
otions. Encourage the children to identify and discuss the em
otions portrayed..
Use books and pictures of facial em
otions. N
ame the em
otions for children initially. Have
the child initiate the facial expression.
Teach
er T
oo
ls a
nd
Activ
ities to
En
co
ura
ge th
e D
evelo
pm
en
t of S
ocia
l an
d E
mo
tion
al S
kills
Assessment and Evaluation in Prekindergarten
137Appendix C
Sk
ill
Are
a
4
3
2
1
Init
iate
s a
nd
m
ain
tain
s
pe
er
inte
rac
tio
ns
Dire
ct a
chi
ld to
inte
ract
w
ith a
noth
er b
y m
akin
g a
sugg
estio
n. A
llow
the
child
to in
itiat
e th
e in
tera
ctio
n in
depe
nden
tly.
Prov
ide
activ
ities
whe
re
child
ren
wor
k in
pai
rs to
co
mpl
ete
a ta
sk.
Dire
ct a
chi
ld to
inte
ract
w
ith a
noth
er. F
or e
xam
ple:
G
o an
d as
k Ja
ne if
she
w
ould
like
to p
lay?
Pro
vide
le
ss s
uper
visi
on.
Dire
ct a
chi
ld to
inte
ract
with
an
othe
r: Fo
r exa
mpl
e: A
sk J
ane
if yo
u ca
n pl
ay?
The
teac
her
cont
inue
s to
sup
ervi
se th
e in
tera
ctio
n an
d pr
ovid
e cu
es.
Lead
a c
hild
to in
tera
ct w
ith
anot
her a
nd a
ct a
s fa
cilit
ator
.
Assessment and Evaluation in Prekindergarten
138 Appendix C
Sk
ill: 4
3
2
1
Ide
ntifie
s N
am
e in
Prin
t R
ecognize printed name on
snack tags, helper chart, birthday chart, etc. R
ecognize name w
ritten in different fonts. Begin form
ing letters of their nam
e in print using their finger in finger paint, pudding, sand.
Com
pare names w
ith the sam
e first letter and identify their ow
n name.
Practice finding their name
among friends nam
es. C
ut the letters of their name
using playdough cutouts. Trace the letters over their printed nam
e.
Begin with recognition of
the first letter in their name.
What shape is the letter?
Who has the sam
e first letter in their nam
e? W
hose is different? Print the child’s nam
e on their artw
ork and say the nam
e aloud as you print it.
Label belongings with nam
e and include a picture. H
ave the child identify their nam
e.
Kn
ow
s F
ull N
am
e
Ag
e
Ge
nd
er
Print the child’s full name
on all artwork and personal
belongings. Have the child
identify their name and say
it aloud. H
ave the child match
number of objects to age to
show how
old he/she is. D
iscuss similarities and
differences in boys/girls. Ask directly if the child is a boy/girl.
Put the child’s full name into
a story you are writing or
telling and say the name
aloud. Print the child’s full nam
e on all artw
ork and personal belongings. Say the full nam
e aloud. W
hen practicing counting. stop at each num
ber and ask children if they are that m
any years old. Identify boys/girls in the classroom
. Physically sort them
into two groups.
Make a graph of boys/girls
in the classroom.
Play some rhym
ing games
such as the Nam
e Gam
e, Silly Sentences. W
hen counting 1-5 have the child indicate how
old he/she is. U
se visual cues. How
many
birthday cakes are you? Play the color gam
e using gender. Sort pictures of children/people into boys/girls.
Begin with repetition of
whole nam
e. Begin w
ith fingerplays to practice the num
bers from
1-5. U
se gender for transitions. “If you are a boy/girl line up?”
Teach
er T
oo
ls a
nd
Activ
ities to
En
co
ura
ge th
e D
evelo
pm
en
t of S
elf-Id
en
tity S
kills
Assessment and Evaluation in Prekindergarten
139Appendix C
S
kil
l 4
3
2
1
De
mo
ns
tra
tes
Teach
er
To
ols
to
En
co
ura
ge t
he D
evelo
pm
en
t o
f S
afe
ty S
kills
Cre
ate
a le
sson
that
focu
ses
on “W
hat w
ould
you
do
if…?”
or “
Wha
t cou
ld h
appe
n if…
?” D
escr
ibe
situ
atio
ns to
th
e ch
ildre
n in
whi
ch s
afet
y is
a c
onsi
dera
tion.
Hav
e th
e ch
ildre
n st
ate
the
safe
ty
conc
ern
and
brai
nsto
rm
idea
s on
how
to s
tay
safe
in
that
situ
atio
n.
Rol
e pl
ay a
saf
ety
situ
atio
n an
d as
k th
e ch
ildre
n to
sta
te th
e sa
fety
con
cern
and
pr
ovid
e so
lutio
ns.
Befo
re e
ngag
ing
in a
n ac
tivity
ha
ve th
e ch
ildre
n st
ate
esta
blis
hed
rule
s an
d pr
ovid
e ad
ditio
nal s
afet
y tip
s.
Dev
elop
con
sist
ent
clas
sroo
m s
afet
y ru
les.
Po
st a
nd u
se v
isua
l cue
s to
re
info
rce
rule
s. P
ract
ice
and
rehe
arse
rule
s.
sa
fety
se
ns
e
Fo
llo
ws
ba
sic
s
afe
ty r
ule
s.
Hav
e a
child
ass
ist a
noth
er
in c
ompl
etin
g a
safe
ty
proc
ess.
Hav
e th
e ch
ild la
bel
and
desc
ribe
each
ste
p w
hile
com
plet
ing
a sa
fety
pro
cess
.
Hav
e th
e ch
ild c
ompl
ete
each
st
ep o
f the
saf
ety
proc
ess
by
usin
g th
e vi
sual
cue
s an
d st
atin
g ea
ch s
tep
alou
d w
ith a
ssis
tanc
e fro
m th
e te
ache
r.
Teac
h st
ep b
y st
ep p
roce
ss
usin
g ve
rbal
and
vis
ual c
ues.
Pro
vid
e le
sso
n a
nd
/or
un
it p
lan
s in
th
e f
ollo
win
g a
rea
s:
-
str
ee
t sa
fety
- b
ike
sa
fety
-
str
an
ge
r sa
fety
-
fire
sa
fety
Assessment and Evaluation in Prekindergarten
140 Appendix C
Sk
ill Are
a:
4
3
2
1
Fo
llow
s
rule
s
an
d
rou
tine
s
Have a child m
odel and/or assist another child w
ith the routine. M
essage Board: The child describes the w
hole message. ie) W
e w
ill go to a puppet show
in one sleep.
Use cues to indicate transition
from activity to the next.
- shutting the lights off - singing a song - giving a five m
inute warning
Message Board: The child
explains one part of the m
essage. ie) A picture of a bed indicates one sleep.
Post a schedule in pictures ie) Boardm
aker pictures - indicate picture each tim
e there is a transition from
one activity to another - refer to the pictures w
hen children ask w
hat’s next
Provide individual children with
visual cues to assist him/her in
learning to follow the routine
Message Board: The child labels the
picture. ie) It is a …
- Boardmaker pictures
on a necklace or in a sm
all book M
essage Board: Teacher gives choices. ie) Is it a house or a car?
Se
lec
ts
an
d
Co
mp
lete
s
Ta
sk
s
Ask the child to select an activity. The teacher asks the child to select a task/activity and com
plete independently.
Limit choices: Indicate to the
child that they may select any
activity in a certain area. Ie) You m
ay choose any toy in the block area.
Limit choices. Ask the child to
indicate several choices and allow
them to select one. M
onitor time
focused on task. Teacher selects an activity and m
odels how to com
plete the task. The teacher/teacher associate rem
ains with the child but allow
s the child to com
plete the task independently.
Limit choices. Provide tw
o activities for the child to select from
. Have
the child select and then remove
the other choice. Monitor tim
e focused on task. Teacher selects and m
odels the task. The teacher or teacher associate com
pletes the task with
the child.
The teacher allows the child to
select from a choice of
activities, models the task and
allows the child to com
plete the task independently.
Ask child what is the
next step. U
se verbal cues to remind
child of each step. ie) “Now
put soap on your hands…
”
Break down task into several steps.
Model each step. ie) Teacher show
s how
to wash hands.
Break down task into several steps
and use visual cues. ie) handw
ashing Use pictures of each
step.
Atte
nd
s to
P
ers
on
al
Ca
re
Teach
er T
oo
ls to
En
co
ura
ge th
e D
evelo
pm
en
t of S
elf-H
elp
/Ind
ep
en
den
ce S
kills
Assessment and Evaluation in Prekindergarten
141Appendix C
Sk
ill
Are
a
4
3
2
1 Rea
d bo
oks
that
in
trodu
ce b
asic
co
lors
. “B
row
n Be
ar”
Ca
n i
de
nti
fy
ten
ba
sic
c
olo
rs:
red
, y
ell
ow
, b
lue
, g
ree
n,
ora
ng
e,
pu
rple
, p
ink
, b
row
n,
bla
ck
, w
hit
e
Play
col
or b
ingo
and
focu
s on
bot
h co
lor a
nd s
hape
. So
rting
/gro
upin
g ob
ject
s of
diff
eren
t sh
apes
and
siz
es a
nd s
ever
al c
olor
s.
Intro
duce
col
or m
ixin
g th
roug
h lit
erat
ure
such
as
“M
ouse
Pai
nt” a
nd “W
hite
Rab
bit’s
C
olor
Day
”. E
xper
imen
t with
col
or
mix
ing.
Pl
ay a
gam
e th
at n
ames
col
ors
in
rela
tion
to o
bjec
ts in
the
phys
ical
en
viro
nmen
t usi
ng n
o vi
sual
cue
s.
“Wha
t col
or is
the
sky?
, a b
ear?
, the
su
n, …
. etc
. Fi
nd o
bjec
ts in
the
room
of a
spe
cific
co
lor w
ithou
t usi
ng v
isua
l cue
s. F
or
exam
ple:
“Can
you
find
som
ethi
ng th
at
is re
d?”
“I Sp
y”
Play
col
or b
ingo
and
fo
cus
on th
e co
lor o
nly.
So
rting
/gro
upin
g ob
ject
s of
di
ffere
nt s
hape
s an
d si
zes
acco
rdin
g to
two
colo
rs.
Cre
ate
a gr
aph
depi
ctin
g fa
vorit
e co
lors
. C
olor
gam
es: M
usic
al
colo
rs. W
hen
the
mus
ic
stop
s th
e ch
ild m
ust
iden
tify
and
labe
l the
col
or
he/s
he is
sta
ndin
g on
. Fi
nd o
bjec
ts in
the
room
of
a sp
ecifi
c co
lor u
sing
vi
sual
cue
s. F
or e
xam
ple:
G
ive
each
chi
ld a
diff
eren
t co
lore
d pa
per a
nd h
ave
them
mat
ch It
to a
n ob
ject
in
the
room
.
Play
col
or m
atch
ing
gam
es.
Sorti
ng/g
roup
ing
vario
us
obje
cts
of th
e sa
me
shap
e an
d si
ze a
ccor
ding
to c
olor
. Be
gin
with
two
colo
rs a
nd
grad
ually
incr
ease
.
Song
s: “_
___W
ore
Her
Red
Dre
ss”
“If Y
ou’re
Wea
ring
____
__ T
oday
” “T
his
is a
Son
g Ab
out
Col
ors”
Pu
zzle
s th
at fo
cus
on
colo
rs.
Hav
e co
lor d
ays
and
plan
act
iviti
es to
re
late
to th
at c
olor
. Fo
r exa
mpl
e: W
ear
red,
eat
red
snac
ks,
pain
t with
red
pain
t, et
c.
Focu
s on
one
col
or.
For e
xam
ple:
Col
or/d
raw
all
the
thin
gs in
you
r jou
rnal
gr
een
toda
y.
Find
an
obje
ct o
f a s
peci
fic
colo
r in
the
room
usi
ng
visu
al c
ues.
For
exa
mpl
e:
Each
chi
ld fi
nds
a re
d ob
ject
us
ing
a pa
per s
hape
to
mat
ch.
Teach
er
To
ols
an
d A
cti
vit
ies t
o E
nco
ura
ge t
he D
evelo
pm
en
t o
f A
cad
em
ic S
kills
Assessment and Evaluation in Prekindergarten
142 Appendix C
Sk
ill Are
a
4
3
2
1
Ca
n id
en
tify
sh
ap
es
: c
ircle
, s
qu
are
, re
cta
ng
le,
an
d tria
ng
le
Find objects in the room of
a specific shape without using
visual cues. For example: “C
an you find som
ething that is a circle?” Play shape bingo and focus on both The shape and color. Play four corners using the four shapes. W
ipe off learning sheets focusing on shape. U
sing tracers to learn how the
shapes are made.
Give the children cut out shapes to
create their own anim
al or creature.
Find objects in the room of
a specific shape using visual cues. For exam
ple: Give each child a paper
shape and have them m
atch it
to an object in the room.
Play shape bingo and focus on the Shape only. M
usical shapes. When the m
usic stops the child m
ust identify and label the shape he/she is standing on. C
reate artwork from
shapes. For example:
An owl puppet m
ade from circles, triangles,
squares and rectangles. Teacher-directed. M
emory m
atching games using shapes.
Create a graph depicting shapes.
Find objects in the room
of a specific shape. Focus on one shape only and use a visual cue. For exam
ple: Each child finds an object that is round using a paper shape to m
atch.
Songs and fingerplays that identify shapes: “D
raw a
circle…”
“A Great
Big Circle”
Play and build w
ith blocks of various sizes and shapes.
Matching gam
es: shapes only
Puzzles that focus on shapes.
Assessment and Evaluation in Prekindergarten
143Appendix C
Sk
ill
Are
a
4
3
2
1
Ca
n i
de
nti
fy
lett
ers
O
f th
e
alp
ha
be
t.
Spel
l fam
iliar w
ords
an
d na
mes
. C
ount
num
bers
of
lette
rs in
nam
es a
nd
labe
ls.
Prov
ide
a m
agne
tic
boar
d an
d le
tters
. Al
low
the
child
to
spel
l wor
ds th
ey
know
. Pr
ovid
e pu
zzle
s,
fold
er g
ames
and
m
atch
ing
gam
es to
pr
actic
e al
l the
le
tters
of t
he
alph
abet
.
Song
that
iden
tifie
s le
tters
of
the
alph
abet
: “If
you
r nam
e be
gins
with
th
e le
tter y
ou h
ear”.
Pl
ay a
lpha
bet b
ingo
. U
se v
isua
l cue
s. F
or
exam
ple:
Pro
vide
a m
odel
su
ch a
s a
plas
tic o
r cut
-out
le
tter.
Prov
ide
a m
agne
tic b
oard
w
ith c
olor
ed le
tters
. Spe
ll th
e ch
ild’s
nam
e us
ing
the
lette
rs a
nd h
ave
the
child
co
py.
Com
parin
g na
mes
on
a he
lper
cha
rt. F
or e
xam
ple:
“T
yler
and
Tyr
in” H
ow a
re
they
the
sam
e/di
ffere
nt?
Use
the
child
’s n
ame
as a
Pr
ovid
e m
atch
ing
gam
es, a
nd fo
lder
ga
mes
that
focu
s on
one
lette
r at a
tim
e.
Play
alp
habe
t bin
go u
sing
onl
y th
e le
tters
in
the
child
’s n
ame.
Use
vis
ual c
ues.
For
ex
ampl
e: H
old
up th
e le
tter y
ou w
ish
him
/her
to fi
nd.
star
ting
poin
t. F
or
exam
ple:
“Y
our s
peci
al le
tter
(firs
t let
ter o
f nam
e)
is L
” R
ead
child
ren’
s lit
erat
ure
that
Pr
ovid
e a
mag
netic
boa
rd w
ith c
olor
ed
mag
net l
ette
rs. H
old
a le
tter u
p an
d ha
ve
the
child
mat
ch th
e le
tter.
Say
the
lette
rs o
f the
chi
ld’s
nam
e al
oud
ever
y tim
e yo
u w
rite
it.
Phon
emic
Aw
aren
ess:
Sin
g so
ngs
focu
ses
on th
e al
phab
et.
Labe
l cla
ssro
om
toys
, she
lves
, fu
rnitu
re e
tc.
Spel
l and
say
the
wor
ds o
ften.
Pr
ovid
e a
mag
netic
bo
ard
with
col
ored
le
tter m
agne
ts.
Assessment and Evaluation in Prekindergarten
145Appendix DAssessment and Evaluation in Prekindergarten
D APPENDIX D
SAMPLE REPORTING AND STUDENT
OBSERVATION FORMS
D.1 St. Mary Community School Student Pre-Kindergarten Progress Report
D.2 Connaught Community Schools Pre-Kindergarten Progress Report
D.3 Regina Public School Division Pre-Kindergarten Report Card
D.4 Student Observation Forms from Children First: A Curriculum Guide for Kindergarten
St. Mary Community School, North Battleford
Pre-Kindergarten Progress Report*
STUDENT NAME: _____________________________________________________
PARENT/GUARDIAN: __________________________________________________
DATE OF BIRTH: _____________________________
DATE OF PROGRAM ENTRY: _____________________
TEACHER(S): ___________________________________________
___________________________________________
RELEVANT MEDICAL INFORMATION:
PROGRAMMING CONSIDERATIONS (SPEECH, VISION, HEARING, HANDEDNESS):
SUPPORT PERSONNEL:
________________________ ________________________
________________________ ________________________
ATTENDANCE:
Reporting Period: November
Year _____
March
Year _____
June
Year _____
Days Attended:
Days Open:
Percentage
PARTICIPATION IN FAMILY ACTIVITIES:
Reporting Period: November
Year _____
March
Year _____
June
Year _____
Activities Attended:
Activities Offered:
Percentage:
*Used with permission from the St. Mary Community School Prekindergarten
147Appendix DAssessment and Evaluation in Prekindergarten
148 Appendix D Assessment and Evaluation in Prekindergarten
COMMENTS:
November
March
June
SIGNATURES:
Parent ____________________ ________________
November March
Parent ____________________ ________________
November March
Other ____________________ ________________
November March
Teacher ____________________ ________________
November March
____________________
June
Connaught Community School, North Battleford
Pre-Kindergarten Progress Report*
Student’s Name:__________________
Teacher’s Name: _________________
Year: 2004 – 2005
Pre-Kindergarten is a unique program aimed at providing pre-school aged children with a
variety of experiences that will promote their overall development. These experiences
are planned to enhance language development, social and emotional development, self-
help skills, math and science readiness and fine and gross motor skills.
It is hoped that students will accomplish many of the Pre-K objectives before entering
Kindergarten. Some children may be able to accomplish these skills early, while others
may take longer to master them. It is important to remember that each child is unique
and develops at his or her own rate.
Attendance in Pre-Kindergarten
2004-2005 Sept Oct Nov Dec Jan Feb Mar Apr May June Entire
Year
Regular
Attendance
Days
Attended
Days Open
Percentage
Participation
in Family
Activities
Activities
Attended
Activities
Offered
Percentage
*Reprinted with permission of Connaught Community School. Formatting has been changed
149Appendix DAssessment and Evaluation in Prekindergarten
Key Skills and behaviours observed in November are underlined.
Skills and behaviours observed in June are circled.
Communication/Speech/Language
A. Communicates personal data
1. first name 2. last name 3. gender
4. age 5. birthday 6. parents
B. Can understand and follow verbal directions
1. has difficulty 2. 1 step directions 3. 2 step directions
C. Answers questions
1. who 2. what 3. where 4. when 5. why
D. Asks a variety of questions
1. not yet 2. asks questions but needs help with phrasing 3. yes
E. Labels objects in the environment and picture books
1. a few 2. some objects 3. many objects
F. Identifies body parts (expressive language)
1. mouth 2. eyes 3. nose 4. feet 5. hair 6. head 7. ears
8. hands 9. legs 10. arms 11. fingers 12. stomach 13. back 14. toes
15. chin 16.thumbs 17. knees 18. neck 19. fingernails 20. shoulders 21. elbows
G. Communicates the function of objects
1. a few 2. some objects 3. many objects
H. Understands and verbalizes positional words
1.open/closed 2.front/back 3. in/out
4. behind/in front 5. bottom/top 6. over/under
7. up/down 8. forward/backward 9. away from/toward
10. low/high 11. above/below 12. first/last
13. middle
I. Uses pronouns (I, you, he, she, they, etc) correctly
1. has difficulty with ________________ 2. yes
J. Pays attention and listens to stories
1.has some difficulty 2. often 3. yes
K. Able to recall story information
1. has difficulty 2. yes
150 Appendix D Assessment and Evaluation in Prekindergarten
L. Can describe a sequence of at least three events, using words such as first, then, next,
and last.
1. not yet 2. yes
M. Joins in group discussions and expresses ideas
1. rarely 2. sometimes 3. often
N. Speaks clearly and is easily understood
1. not yet 2. yes
O. Sings songs
1. not yet 2. yes
P. Can identify which object is different and tell why
1. has difficulty identifying object that is different
2. can point to object that is different
3. can identify object and tell why it is different
Q. Can identify own printed name
1. not yet
2. recognizes words starting with same letter
3. yes
R. Can repeat sentences of
1. 3 short words 2. 5 short words 3. 10 short words
Social and Emotional Development
A. Follows the classroom rountine
1. needs guidance 2. yes
B. Behaves appropriately at school
1. has some difficulty 2. usually 3. yes
C. Sits properly when required
1. has difficulty 2. sometimes 3. yes
D. Avoids interrupting
1. has some difficulty 2. usually 3. yes
E. Pays attention
1. has difficulty 2. sometimes 3. usually 4. yes
F. Participates in activities
1. rarely 2. sometimes 3. usually 4. yes
151Appendix DAssessment and Evaluation in Prekindergarten
G. Plays
1. alone
2. beside others with little interaction
3. cooperatively with others
H. Gets along with others
1. has difficulty 2. sometimes 3. usually 4. yes
I. Follows verbal instruction in the classroom
1. has difficulty 2. sometimes 3. usually 4. yes
J. Can separate easily from adult when arriving at school
1. has difficulty 2. usually 3.yes
Self Help Skills
A. Dresses and undresses
1. needs considerable help and/or encouragement
2. needs a little help/encouragement
3. independent
B. Washes face and hands as needed
1. needs reminders 2. usually
Math and Science Readiness
A. Matches same colours
1. not yet 2. yes
B. Points to colours when requested
1. not yet
2. red 3. blue 4. green 5. yellow 6. orange
7. purple 8. brown 9. black 10. pink 11. grey
12. white
C. Labels colours
1. not yet
2. red 3. blue 4. green 5. yellow 6. orange
7. purple 8. brown 9. black 10. pink 11. grey
12. white
D. Matches shapes
1. not yet 2. yes
152 Appendix D Assessment and Evaluation in Prekindergarten
E. Points to shapes when requested
1. not yet
2. circle 3. square 4. triangle 5. rectangle 6. diamond
F. Names shapes
1. not yet
2. circle 3. square 4. triangle 5. rectangle 6. diamond
G. Rote counts to_______ (November)
________(June)
H. Counts objects with one to one correspondence
1. not yet
2. counts _________ objects (November)
_________ objects (June)
I. Labels numerals
1. not yet
2. labels 1 2 3 4 5
J. Understands and verbalizes quantitative concepts
1. many/one 2.little/big 3. empty/full
4. light/heavy 5. short/tall 6. thin/fat
7. less/more 8. short/long 9. slow/fast
10. few/many
K. Matches pictures or things that are the same
1. not yet 2. yes
L. Classifies objects into groups (For example: food, vehicles, clothes, etc.)
1. not yet 2. yes
M. Continues an alternating pattern (For example: red, blue, red, blue)
1. not yet 2. yes
Fine Motor Skills
A. Pencil Grasp
1. undetermined 2. fist 3. fingers
B. Handedness
1. undetermined 2. left 3. right
C. Copies forms
1. vertical line 2. horizontal line 3. circle
4. x 5. square
153Appendix DAssessment and Evaluation in Prekindergarten
D. Makes letters or letter-like marks
1. not yet 2. yes
E. Draws a person
1. not yet
Person includes
2. head 3. legs 4. ears 5. feet 6. arms
7. shoulders 8. trunk 9. eyes 10. nose 11. hair
12. neck 13. hands 14. mouth
F. Draws
1. scribbles
2. somewhat recognizable picture, meaningful to child
3. recognizable pictures, names and describes
G. Colouring
1. scribbles 2. colours on picture 3. can colour within lines
H. Cuts with scissors
1. learning to hold scissors
2. can handle scissors
3. cuts a line within ½ inch of limits
4. cuts a triangle within ½ inch of limits
5. cuts a circle within ½ inch of limits
6. cuts a circle within ¼ inch of limits
I. Completes puzzles
1. not yet 2. 4 pieces 3. 8 pieces 4. more than 11 pieces
J. Can handle a computer mouse
1. not interested in classroom computer 2. not yet 3. yes
Gross Motor Skills
A. Participates in gym activities
1. not yet 2. sometimes 3. yes
B. Catches a ball
1. has difficulty 2.traps with arms and chest 3. catches with
hands
C. Hops several times on one foot
1. has difficulty 2. yes
154 Appendix D Assessment and Evaluation in Prekindergarten
D. Walk on balance beam
1. with help 2. arms out 3. arms down at sides
Comments
Date Date
Teacher’s Signature
Teacher’s Signature
155Appendix DAssessment and Evaluation in Prekindergarten
REGINA PUBLIC SCHOOLS
Quality, Values & Caring Schools
Better Beginnings, Better Futures
Student
School
Teacher
Year
Parent/Guardian Signature(Please review, sign and return to school.)
First Report (January)
Second Report (June)
Continuous growth is evaluated with the following scale:
B: Beginning D: Developing I: Independent
Regina Public Schools Mission Statement:
To instil the value of knowledge, the dignity of effort, and the worth of the individual.
L earningbegins aat hhome.
I am responsible•
Iwantto
know•Ibelo
ng•
Ires
pect
•
Pre-KindergartenProgress Report
156 Appendix D Assessment and Evaluation in Prekindergarten
January June
I take care of my personal things. I use my manners. I care for toys and school materials.
January June January June
January June January June January June
I work with my hands. I participate in large muscle activities. I participate in movement activities.
I participate in circle activities. I choose a variety of activities. I use the play centres appropriately.
January June January June January June
January June January June January June
I listen and follow directions.I use language to communicate
basic needs. I speak in phrases or sentences.
157Appendix DAssessment and Evaluation in Prekindergarten
January June
I follow school rules and procedures. I share and play cooperatively. I use my imagination when I play.
January June January June
January June January June January June
I imitate or sing familiar songs andrhymes. I experiment using different materials. I draw, paint, colour and create.
I use outdoor play equipment safely. I am interested in stories and books. I am curious about my environment.
January June January June January June
January June January June January June
I explore with writing.I learn concepts and new words
from classroom themes.I can sort by colour, shape and size.
Resources for Everyday in Everyway © 1989 David S. Lake Publishers
158 Appendix D Assessment and Evaluation in Prekindergarten
Communication
Large and Fine Muscle
Strengths/Abilities/Interests
Special Needs
Special Services Provided
Comments
Family Involvement
No. of parent days ________ No. attended ________
#3205-03
January
Communication
Large and Fine Muscle
Strengths/Abilities/Interests
Special Needs
Special Services Provided
Comments
Family Involvement
No. of parent days ________ No. attended ________
June
159Appendix DAssessment and Evaluation in Prekindergarten
D.4 Student Observation Forms from Children First: A Curriculum Guide
for Kindergarten
Evaluation at the End of the Theme
Theme: __________________________________________
________________________________________________________________________
Period from:______________________ to: _____________________________
________________________________________________________________________
During the theme, I’ve observed the development of these students in the following areas:
Name of
Student
Socio-emotional Physical Intellectual
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
160 Appendix D Assessment and Evaluation in Prekindergarten
Sample of Completed Evaluation at End of the Theme
Name of Student: Thomas
Date: April 17
Theme: Modes of Transportation
Foundational Objectives
Comments
Is at ease and has sense of security as a
member of the class.
Is comfortable talking to other students and
myself; offers ideas on how to solve problems.
Engages in various activities with initiative
and confidence.
Is starting to do this; prefers certain activities and
returns to them regularly.
Appreciates the uniqueness of every
individual.
After listening to a book, he asked questions about
the way people from another culture traveled and
thought their transportation methods were good.
Participates in activities designated to
improve motor skills.
Participates in gym activities with a lot of
enthusiasm.
Participates in activities designated to
develop an appreciation and enjoyment of
human movement.
Movements didn’t always go with the music but
enjoyed the activities. Participates with much
enthusiasm; found many ways to roll.
Participates in activities that encourage self-
expression.
Spends a lot of time in the creative problem-
solving center; worked for two days on a boat;
very proud of self-built boat.
Uses language to bring meaning to what
she/he observes, feels, thinks, hears, smells
and tastes.
Doesn’t sing the songs, but recites the poems;
rarely chose the quiet-time relaxation center
during this theme.
Acquires concepts and information that lead
to the attainment of the life skills that are
necessary to function independently.
Thomas is particularly interested in mechanics of
the vehicles. He asked questions such as “Where
is the gas tank?”
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
161Appendix DAssessment and Evaluation in Prekindergarten
Evaluation at the End of the Theme
Name of Student: _______________
Date: ____________________
Theme:_____________________
Foundational Objectives
Comments
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
162 Appendix D Assessment and Evaluation in Prekindergarten
Sample Anecdotal Record-Keeping Devices
Anecdotal Comments
Name Monday
Tuesday
Wednesday
Thursday
Friday
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
163Appendix DAssessment and Evaluation in Prekindergarten
Anecdotal Record Chart for Activity Centres
Anecdotal Records
Centre: _____________________________
Date: ______________________________
Name Name Name
Name Name Name
Name Name Name
Name Name Name
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
164 Appendix D Assessment and Evaluation in Prekindergarten
Anecdotal Record Form for Activity Centres
Anecdotal Record
Activity Centre: _____________________________ Date: ___________________
Name of Student: ______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Anecdotal Record
Activity Centre: _____________________________ Date: ___________________
Name of Student: _____________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Anecdotal Record
Activity Centre: _____________________________ Date: ___________________
Name of Student: _____________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
165Appendix DAssessment and Evaluation in Prekindergarten
SAMPLE Checklists
Cooperative Group Learning Checklist:
How We Work with Our Partners When Cooperative Learning
Names: ______________________________ and ____________________________
What did we do?
Yes No
Did we stay in our places?
Did we share our things?
Did we take turns?
Did we use 30 cm voices?
What can we do better next time? ______________________________________
________________________________________________________________________
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
166 Appendix D Assessment and Evaluation in Prekindergarten
Emerging Literacy Checklist
This checklist is adapted from page 159 of English Language Arts: A Curriculum for the Elementary Level,
Saskatchewan Education, 1992. Teachers may periodically use this checklist throughout the school year to
monitor a student’s emerging literacy.
Name: ______________________________________ Date: _________________
Yes No Comments
Interest in Print
Is interested in books ...………………………………………………
Approximates reading behaviours…………………………………….
Contributes to environmental print display ………………………….
Selects and examines printed materials independently ……………...
Enjoys being read to …………………………………………………
Participates in shared reading activities ……………………………..
Attempts to communicate in print …………………………………...
Approximates printing with scribbles, strokes ………………………
Book Knowledge
Holds book right side up …………………………………………….
Turns pages right to left ……………………………………………..
Identifies where story begins, ends ...………………………………..
Recognizes terms:
Title …………………………………………………………
Author ………………………………………………………
Illustrator ……………………………………………………
Cover ………………………………………………………..
Examines and interprets illustrations ………………………………...
Retells shared stories …………………………………………………
Reading and Writing Strategies
Views self as reader …………………………………………………..
Attempts to read independently ………………………………………
Expects the text to make sense ……………………………………….
Derives meaning and makes predictions about text by:
using picture clues …………………………………………..
drawing on experience or knowledge of topic ………………
using story structure clues …………………………………...
taking risks as a reader ………………………………………
Has a store of key or sight vocabulary ………………………………..
Can match some text with oral language ……………………………..
Can follow a line of print ……………………………………………..
Views self as a writer …………………………………………………
Attempts to convey meaning using printed symbols …………………
Independently initiates writing ……………………………………….
Takes risks in writing:
creates symbols which represent letters ……………………..
creates groupings of letters to represent words and sentences ..
invents spellings ……………………………………………...
Willingly shares or explains own writing to others …………………...
Follows directionality of print-left-to-right, top-to-bottom …………...
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
167Appendix DAssessment and Evaluation in Prekindergarten
Kindergarten Checklist I Socio-emotional Development
__Choose appropriate behaviour in a variety of settings:
__ activity time __ hallways
__ circle time __ field trips
__ library, gym, computer room, music room
__Accepts responsibility for own behaviour
__Can share materials, space, and teacher’s time with others
__Can interact positively with peer group:
__ accepting/offering suggestions
__ joining in
__ following group direction
__Demonstrates confidence in self and can work independently
__Respects rights and properties of others and self
__Makes an activity choice and finishes the task
__Can take care of “housekeeping” tasks:
__ bathroom habits
__ tidiness in classroom
__ dresses self
II Physical Development __Participates in a variety of movements:
__ skips __ runs __ rolls
__ hops __ squats __ stretches
__Is developing strength, body awareness and spatial awareness through a variety of activities
__Is developing eye-hand, eye-foot coordination
__Is developing fine motor skills:
__ grasping __ buttoning __ puzzle play
__ cutting __ buckling __ tying
__ tracing __ colouring __ zipping
__Is developing sensory awareness
III Intellectual Development
__Is developing a positive attitude towards learning
__Is using language to bring meaning to what is:
__ observed __ felt __ thought __ heard __ smelled __ tasted
__Is developing an awareness that print has meaning
__Is using own script to convey meaning
__Is developing logical thinking skills through a variety of activities:
__ classifying __ patterning __ ordering
__ serializing __ organizing __ listing
__ predicting
__Is expressing self through the Arts:
__ Music __ Visual art
__ Drama __ Dance
__Is listening for:
__ Information __ directions __ explanations
__Is able to gather information
__Is able to verbally express self
Comments:
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
168 Appendix D Assessment and Evaluation in Prekindergarten
Motor Skills Development Checklist
Teachers may periodically use this checklist to monitor a student’s perceptual/motor skills
development.
Name: ___________________________________ Date: ________________________
Participates in activities designed to
improve perceptual/motor skills
Yes No Comments
is increasing speed; e.g., runs fast
reaction time is improving, e.g., stops
when signaled by a bell or clap
agility is improving, e.g. dodges a ball
large muscle coordination is
improving, e.g., skips, gallops
small muscle coordination is
improving, e.g., strings beads
uses muscles for self-help skills; e.g.,
zips jacket, ties shoes
is developing eye-hand coordination;
e.g., throws a ball at a target, catches a
bean bag, assembles a puzzle, cuts with
scissors
is developing eye-foot coordination,
e.g., kicks a ball
is developing awareness of body in
space; e.g., finds a space on the floor
where no one else can be reached
is beginning to be aware of laterality,
e.g., twirls other hand, raises other foot
directionality is developing; e.g.,
moves forwards, backwards, sideways;
and over, under, through, inside,
outside and around objects
changes direction with ease
is developing kinaesthesis; e.g.,
touches knees with eyes closed
demonstrates good posture
is developing balance; e.g., hopes on
one foot, walks on low balance beam,
walks with bean bag on head
is beginning to sequence; e.g., claps
four times, then jumps
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
169Appendix DAssessment and Evaluation in Prekindergarten
Sample Rating Scales
Assessment Portfolio Rating Scale
The following rating scale could be used to assess student’s portfolios.
Code:
Ind. - Independent Name: ________________________
Dev. - Developing Date: ________________________ Beg. - Beginning
N.F.D. - Needs Further Development
Scale
Attribute to be Evaluated Ind. Dev. Beg. N.F.D.
Originality
Neatness/organization
Growth in concepts
Variety of choices
Individual activity from group focus
Transfer of learning
Comments:
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
170 Appendix D Assessment and Evaluation in Prekindergarten
Cooperative Group Skills Rating Scale
The following checklist is from Wellness 10: A Curriculum Guide for the Secondary Level,
Saskatchewan Education, Training and Employment, 1993, p. 72. It could be used to assess
cooperative group skills.
Scale: 1 = hardly ever
2 = some of the time
3 = most of the time
4 = all of the time
Date: ___________________________
Names Encourages
Others
Listens
Attentively
Shares/Takes
Turns
Stays on
Task
Comments
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
171Appendix DAssessment and Evaluation in Prekindergarten
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
Cooperative Group Learning Rating Scale
The following rating scale could be used to assess cooperative group listening.
Student’s Name: _____________________________________________________
Date: _____________________________
1. The student works with a range of
peers, not just with close friends.
1 2 3 4 5
not yet sometimes often
2. The student willingly shares
materials and ideas with others.
1 2 3 4 5
not yet sometimes often
3. In group work the student shows
respect for others by listening and
considering other points of view.
1 2 3 4 5
not yet sometimes often
4. The student follows group work
rules as established for the activity.
1 2 3 4 5
not yet sometimes often
5. The student fulfils her/his work
responsibilities in the group.
1 2 3 4 5
not yet sometimes often
6. The student exhibits appropriate
work behaviours during time set
aside for group work.
1 2 3 4 5
not yet sometimes often
7. The student participates in
discussion during the time set aside
for group work.
1 2 3 4 5
not yet sometimes often
8. The student contributes ideas to the
group efforts in the time set aside
for group work.
1 2 3 4 5
not yet sometimes often
172 Appendix D Assessment and Evaluation in Prekindergarten
Stu
den
t O
bse
rvat
ion f
orm
s fr
om
Ch
ild
ren
Fir
st:
A C
urr
icu
lum
Gu
ide
for
Kin
der
ga
rten
Kin
der
ga
rten
Ra
tin
g S
cale
T
he
foll
ow
ing
is
an e
xam
ple
of
a w
ay t
hat
a r
atin
g s
cale
bas
ed o
n t
he
Kin
der
gar
ten
fo
un
dat
ion
al a
nd
sp
ecif
ic o
bje
ctiv
es c
ou
ld b
e
dev
elo
ped
. H
ow
ever
, th
e co
mp
leti
on
of
a sc
ale
lik
e th
is o
n a
ll t
he
fou
nd
atio
nal
an
d s
pec
ific
ob
ject
ives
fo
r ev
ery
stu
den
t w
ou
ld b
e an
un
real
isti
c ex
pec
tati
on
.
Ch
ild
’s N
ame:
_
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_ D
ate
of
Bir
th:
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_ _
__
__
_
1.
So
cio
-em
oti
on
al
Dev
elo
pm
ent
Ob
serv
ati
on
s N
ot
S
om
e D
oin
g
Yet
S
ucc
ess
W
ell
Co
mm
ents
Ov
eral
l R
atin
g #
1
Dat
e:
Fo
un
dat
ion
al O
bje
ctiv
e:
Rec
og
niz
es a
nd
fee
ls s
atis
fied
th
at
her
/his
par
tici
pat
ion a
nd c
ontr
ibuti
on t
o
clas
sro
om
act
ivit
ies
is v
alu
able
.
No
te:
Th
e fo
llo
win
g s
pec
ific
ob
ject
ives
su
pp
ort
th
is f
ou
nd
atio
nal
ob
ject
ive.
Ov
eral
l R
atin
g #
2
Dat
e:
d
emo
nst
rate
s in
tere
st a
nd
en
thu
sias
m f
or
clas
sro
om
act
ivit
ies
tr
ies
new
act
ivit
ies
wil
lin
gly
is
beg
innin
g t
o f
oll
ow
rule
s
sh
ow
s an
ap
pre
ciat
ion
of
rule
s b
y r
emin
din
g o
ther
s ab
ou
t th
em
g
ener
ates
rule
s w
her
e nee
ded
o
ffer
s co
nst
ruct
ive
sug
ges
tio
ns
to o
ther
ch
ild
ren
an
d a
du
lts
w
illi
ngly
par
tici
pat
es i
n r
ou
tine
acti
vit
ies
ac
cep
ts s
om
e re
spo
nsi
bil
ity
fo
r th
e ca
re o
f th
e cl
assr
oo
m e
nv
iro
nm
ent
(e.g
., f
eed
s p
ets,
wat
ers
pla
nts
, w
ash
es p
ain
tbru
shes
)
173Appendix DAssessment and Evaluation in Prekindergarten
Participation and Contribution to Classroom Activities Rating Scale
The following is another example of a way that a rating scale based on the Kindergarten
foundational and specific objectives could be developed. However, the completion of a scale
like this on all the foundational and specific objectives for every student would be an unrealistic
expectation.
Date: _________________________
Students’ Names
Code:
1. Often
2. Sometimes
3. Not Yet
demonstrates interest and enthusiasm
for classroom activities
is willing to try new activities
is beginning to follow rules
shows an appreciation of rules by
reminding others about them
generates rules where needed
offers constructive suggestions to other
children and adults
willingly participates in routine
activities
accepts responsibility for the care of the
classroom environment (e.g., feeds
pets, waters plants, washes
paintbrushes)
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
174 Appendix D Assessment and Evaluation in Prekindergarten
Self-Assessment Rating Scale to Assess Attitude The following rating scale could be used to assist students’ attitude. Other questions could be added or
substituted.
Date: ________________________________________________________
Student’s Name: _______________________________________________
Directions: Have available three faces (one sad, one happy, one neutral). These can be drawn on heavy
paper and laminated, or made from two circles of cloth, stuffed and finished with buttons for eyes, felt for
the nose, and felt or wool for the mouth. Ask the student the following questions and explain that she/he
should respond by choosing the appropriate face. Record the answer by drawing the shape of the mouth
chosen and by noting any pertinent verbal response.
1. When you look at a book all by yourself, how do you feel?
2. When I ask you to talk about your picture, how do you feel?
3. When you get up in the morning and you know you are going to school, how do you feel?
4. When I read a story to the whole class, how do you feel?
5. When you are working at a center by yourself, how do you feel?
6. When someone asks you to play, how do you feel?
7. When we go the gym, how do you feel?
8. When we sign in class, how do you feel?
9. When it’s time to play outside at recess, how do you feel?
Comments: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
175Appendix DAssessment and Evaluation in Prekindergarten
The Assessment Portfolios
The assessment portfolio is a method of
organizing and storing student-produced
materials over an extended period of time.
It could also include checklists, rating
scales, etc. that the teacher has completed on
the students’ progress. It allows teachers to
assess student growth and overall learning
progress during that period of time. Work
samples are a major component of the
assessment portfolio. Examples are:
samples of students’ emergent writing
samples of students’ drawing
photos of block constructions, etc.
audiocassettes of children telling stories,
etc.
videotapes
print-outs of computer work
The following are suggestions for using
assessment portfolios as an evaluation tool.
Items should be dated.
Materials should be organized according
to category and in chronological order.
Adhesive-backed notes are useful for
attaching observations and comments.
A copy of the foundational and learning
objectives should be included in the
portfolio.
Students’ own work should be compared
with their own previous work and not
with that of other students.
A sample of an assessment portfolio
rating scale is included on page 190.
Analyzing Information
After assessment information has been
collected, it must be carefully analyzed
before it is shared with the students and their
parents/caregivers. In analyzing the
information collected about a child, a
teacher needs to consider the development
of the child in light of the foundational and
specific objectives of the program. The
teacher should synthesize the progress of the
child in terms of strengths, weaknesses and
patterns, and then plan instructional
approaches for the future. Questions such as
the following should be considered.
what patterns in the student’s
development have I observed?
how does the child’s development
compare with her/his previous progress?
Sharing Information with
Parents/Caregivers
Indications of growth and development are
shared with students and parents/caregivers
through a variety of methods. These include
scheduled information sharing sessions,
informal visits, assessment portfolios and
report cards. Information sharing sessions
and report cards are elaborated on as
follows.
Information Sharing Sessions
Teachers or parents/caregivers could initiate
information sharing sessions. If the
atmosphere is positive, these sessions can be
one of the most valuable means of acquiring
and conveying information about the
student. When appropriate, involving the
child can be beneficial because it encourages
her/him to take responsibility for learning.
These meetings require much preparation if
they are to be meaningful. Some
suggestions for organizing a successful
conference include the following.
Teachers should sit at a table beside the
parent/caregivers rather than across from
them. This makes sharing materials
more convenient and generally puts
people at ease. Round tables work best.
Meetings should start and finish on time.
If more discussion time is required,
another session should be arranged.
Anecdotal records, checklists, student
work samples, etc. should be organized
for sharing.
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
176 Appendix D Assessment and Evaluation in Prekindergarten
A notebook should be available for
recording pertinent information that is
shared.
Time could be allotted for students to
take their parents/caregivers on a tour of
the classroom. Posters explaining what
children are learning could be provided
at each activity centre.
Foundational and learning objectives
should be sent home with the report card
(if used) prior to the session.
The report card (if used) should be
reviewed by the teacher and student
together prior to the session.
Students could choose work samples that
they would like to show their
parents/caregivers at the session.
A short videotape of classroom activities
could be prepared to share before the
session. Parents/caregivers could be
asked to arrive a few minutes early to
view this production.
Parents/caregivers could be encouraged
to express their points of view.
Parents/caregivers could be invited to
share an experience and/or bring a
sample of what their children have
enjoyed doing at home (e.g., a rock
collection, a drawing.)
At a conference early in the school year,
parents/caregivers could be invited to
help complete a web of their child’s life.
Components could include favourite
activities, friends, siblings, extended
family, critical events, etc.
Students should not be compared with
classmates or siblings.
Parents/caregivers could be invited to
visit the classroom to observe their
children prior to the information sharing
session. They could be given
observation sheets to guide their
observations, then this experience could
be discussed at the meeting. This
experience could be valuable, even if the
children do not behave typically during
the visit, because it provides a basis for
meaningful discussion. The form on
following page is an example of a
parent/caregiver observation sheet.
Materials could be available on how
parents/caregivers may help their
children at home (e.g., a list of suitable
literature).
A few minutes for the teachers to relax
should be allowed between each
conference.
The form on page 199 is an example of
how an information sharing session could
be summarized.
Report cards
Although it is quite appropriate for
Kindergarten students to be excluded from
receiving formal report cards, many school
districts choose to issue them. This decision
is the school district’s responsibility.
Suggestions for a suitable report card
follow.
Socio-emotional, physical and
intellectual foundational objectives
should be used as criteria for evaluation.
Numerous, meaningful comments should
be stated in positive terms.
Simple, concise language should be
employed.
Simple, concise language should be
employed.
Specific examples of students’ behaviour
should be included (e.g., Jordan often
offers to water the plants).
A student’s performance shouldn’t be
compared with others.
Ways that parents/caregivers can assist
at home should be included, as well as
ways that the student is being or will be
assisted at school.
Quotes From Kids: A Dangerous Situation –
During a class discussion on endangered
species, the teacher asked what “endangered”
means. Kaylee responded confidently, “If a
bull was in a field and a lion came along, the
bull would be in danger.”
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
177Appendix DAssessment and Evaluation in Prekindergarten
Parent/Caregiver Observation Sheet Date: ____________
Child’s Name: ____________________________________
Socio-emotional Development
Does your child play well with others? ___________________________________________________
Does she/he follow rules? _____________________________________________________________
Does she/he appear enthusiastic and interested in activities? __________________________________
Does she/he put things away? __________________________________________________________
Physical Development
Does your child take safety precautions? __________________________________________________
Doe she/he control physical movement? __________________________________________________
Is she/he physically active/tired? ________________________________________________________
Intellectual Development
Does your child explain her/his own actions? _______________________________________________
Doe she/he ask questions? ______________________________________________________________
Does she/he use language imaginatively? __________________________________________________
Does she/he write/recognize her/his name? _________________________________________________
Does she/he write using scribbles, random letters, temporary spelling, etc.? _______________________
Does she/he spend time concentrating on books? ____________________________________________
How does she/he solve problems? ________________________________________________________
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
178 Appendix D Assessment and Evaluation in Prekindergarten
Information Sharing Session Record
__________________School
Student:
Grade:
Teacher:
Parent/Caregiver: Date:
Things Students Does Really well Things Student Wants to Do Better
Ways Students Suggests She/He can do These
Things Better?
Ways Parent/Caregiver May Help at Home
Additional Comments of Parent/Caregiver/Teacher/Student
_________________________ _____________________ ______________________
Student Parent/Caregiver Teacher
Student Observation forms from Children First: A Curriculum Guide for Kindergarten
179Appendix DAssessment and Evaluation in Prekindergarten
181Appendix EAssessment and Evaluation in Prekindergarten
E APPENDIX E
SAMPLE FAMILY INPUT FORMS
E.1 Regina Early Learning Centre Preschool Survey
E.2 Regina Early Learning Centre: Family Outreach Survey
E.3 St. Mary Community School, North Battleford:Activity Evaluation Form
E.4 Connaught Community School Prekindergarten,North Battleford: Parent Evaluation Form
183Appendix E
E.1 Regina Early Learning Centre: Preschool Survey* June 2004
Dear Parent/Guardian,
To help us improve our programs, please give us your feedback by answering the followingquestions and returning to the Centre as soon as possible. Thank you.
1. What do you think your child has gained from coming to the Early Learning Centre?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Were your child’s learning needs met at the Early Learning Centre?❑ Yes❑ No
If no, please comment__________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Did you receive home visits from your child’s teacher?❑ Yes❑ No
If yes, how useful were these visits? If no, please comment ____________________________
________________________________________________________________________________
________________________________________________________________________________
4. Overall, how satisfied are you with the preschool? (circle most applicable response)
1 2 3Very Dissatisfied Fairly Satisfied Very Satisfied
5. If you could make any changes to the Early Learning Centre, what would they be?
________________________________________________________________________________
________________________________________________________________________________
*Used with permission from the Early Learning Centre
Assessment and Evaluation in Prekindergarten
184 Appendix E Assessment and Evaluation in Prekindergarten
E.2 Regina Early Learning Centre: Family Outreach Survey* June 2004
1. Please indicate which family outreach activities you participated in (check all boxes that apply):❑ Come Read With Me❑ Aboriginal PRINTS❑ Parent Teacher Supper Meetings❑ Special Events (Cultural Fair, Clothing Fairs, Christmas Party, etc.)❑ Play and Learn❑ Community Kitchens❑ Infant Massage❑ Women’s Support Group
2. Did you get rides on the ELC vans? Yes___ No___
3. Would you have been able to attend if transportation were not provided? Yes___ No___
4. Did your child or children come with you to the events? Yes___ No___
5. Would you have been able to attend if child care were not available? Yes___ No___
6. What did you like best about the Family Outreach events you attended?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
7. What have you learned that you use at home?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. If you could make any changes to Family Outreach Activities what would they be?
________________________________________________________________________________
________________________________________________________________________________
*Used with permission from the Early Learning Centre
185Appendix EAssessment and Evaluation in Prekindergarten
E.3 St. Mary Community School, North Battleford: Activity Evaluation Form*
Activity ______________________________________________________________
What did you like about this activity?
____________________________________________________________________
____________________________________________________________________
What didn’t you like about this activity?
____________________________________________________________________
____________________________________________________________________
What could we change about this activity?
____________________________________________________________________
____________________________________________________________________
Please rank the activity using the scale below.
1 2 3 4 5 6 7 8 9 10Needs Good GreatImprovement
Please indicate any activities you would like to see us host or any activities youcould help with.
____________________________________________________________________
____________________________________________________________________
*Used with permission from the St. Mary Community School Prekindergarten
186 Appendix E
E.4 Connaught Community School Prekindergarten, North Battleford
What Do You Think of Pre-K?*Dear Parents,
Each year the Pre-K program is evaluated. Parent feedback is very important. It helps determineif the program is worthwhile and how it can be improved. Please complete the followingquestionnaire. Your comments can benefit your child and others!
We need your opinions, not your name. Please take the name label off this paper. An envelopewill be posted on the classroom door to collect the questionnaires. Thank you for yourcooperation.
Sincerely,(Teacher)
1. How do you and your child feel about Pre-K?
2. What changes have you noticed in your child?
3. What do you like about Pre-K?
4. How could the Pre-K program be better?
5. Describe a family activity that your child enjoyed?
6. Describe a family activity that you enjoyed?
7. Do you have suggestions for other family activities? What are they?
8. Is there anything that made it difficult for your family to take part in family activities?
9. Do you prefer to talk with your child’s teacher in a private meeting at school or during anarranged visit to your home?
10. Please comment on any or all of these:
- Communication between staff and parents
- Take Home Packs(The theme backpacks which families sign out and borrow for one week.)
- Home Reading Program(The zip-lock bag with a book to borrow each day.)
*Reprinted with permission of Connaught Community School. Formatting has been changed to fit page.
Assessment and Evaluation in Prekindergarten
Assessment and Evaluation in Prekindergarten
187References
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