Embedding Assessment into Daily Activities and Routines EXAMPLES OF EMBEDDING SKILLS ASSESSMENT IN LEARNING CENTER AREAS THIS SECTION CONTAINS: o Discrimination/Classification Skills o Dramatic Play o Block Area o Art o Gross Motor Area o Fine Motor o The Book Corner o Application Activity Cindy Kongs M.S., Misty D. Goosen, Ed.S., Phoebe Rinkel, M.S. and David P. Lindeman, Ph.D. December 2011 Kansas Inservice Training System Kansas University Center on Developmental Disabilities 2601 Gabriel, Parsons, KS 67357 620-421-6550 ext. 1618 or 1-800-362-0390 ext. 1618 http://kskits.org/
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4 Examples of Embedded Assessment - University …kskits.dept.ku.edu/ta/Packets/embedAssess/ExamplesEA1211.pdfPhoebe Rinkel, M.S. and David P. Lindeman, Ph.D. December 2011 Kansas
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Embedding Assessment into Daily Activ ities and Routines
EXAMPLES OF EMBEDDING SKILLS ASSESSMENT IN
LEARNING CENTER AREAS
THIS SECTION CONTAINS: o Discrimination/Classification Skills o Dramatic Play o Block Area o Art o Gross Motor Area o Fine Motor o The Book Corner o Application Activity
Cindy Kongs M.S., Misty D. Goosen, Ed.S., Phoebe Rinkel, M.S. and David P. Lindeman, Ph.D.
December 2011 Kansas Inservice Training System
Kansas University Center on Developmental Disabilities 2601 Gabriel, Parsons, KS 67357
620-421-6550 ext. 1618 or 1-800-362-0390 ext. 1618 http://kskits.org/
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Discrimination/Classification Skills Mrs. Smith wants to increase her students’ opportunities to practice the discrimination/ classification skills of color/shape recognition and pre-‐writing skills. She finds that many of her students spend a large amount of time building with large wooden blocks in the block area. Blocks provide many opportunities for shape recognition, but all of the blocks are the shade of natural wood. Mrs. Smith decides to add additional toys to the block area to expand discrimination/classification and fine motor opportunities. She adds a tub of small, colored wooden blocks of various shapes, zoo animals and a sign making kit. The sign making kit contains pre-‐cut colored shapes, assorted sizes of colored markers, tape, “Tinker Toys” for the bases of the signs and picture/word cards with frequently used signs and zoo animal names for the children to refer to. The following photos and descriptions are examples of free choice activities and skills that can be measured during classroom experiences. It is important to note that all of the activities are open-‐ended and the skills measured are dependent on the developmental level of the group of children who are participating in the activity. Examples of target skills to be assessed are from the AEPS (Bricker, et al., 2002).
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Dramatic Play
Skills to be measured might include: • Cognitive F 1.2 Plans and acts out recognizable event, theme or storyline • Cognitive F 1.1 Enacts roles or identities • Social A 2.2 Maintains cooperative participation with others • Social A 1.2 Establishes and maintains participation with others
Block Area
Skills to be measured might include: • Fine Motor A 2.1 Cuts out shapes with straight lines • Fine Motor A 2 Cuts out shapes with curved lines • Fine Motor B 1.1 Writes using three-‐finger grasp • Fine Motor B 3.3 Copies three letters • Cognitive C 2 Places objects in order according to length or size.
McDonalds™ This dramatic play area is a preschool favorite! Dramatic play provides natural opportunities for social interaction.
Non-‐traditional materials can be added to the block area to encourage pre-‐writing skills for students. Cognitive and fine motor skills are targeted in the skills to be measured for these students. However, the activity could be set up to encourage other skills. What other skills could you measure within this same activity?
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Art Skills to be measured might include: • Fine Motor B 1.1 Uses three-‐finger grasp to hold writing implement • Cognitive A 1.1 Demonstrates understanding of eight different colors • Cognitive G 1.2 Counts 3 objects • Social A 1.3 Takes turns with others
Gross Motor Area
In this example, students are using a purchased “Spin Art” activity to make their own creations. Routines can be added to this favorite activity to encourage children to write their names on the back of their paper and choose a specific number of different colored markers to use as they take turns spinning the wheel.
Writing materials can be added to the bowling activity in the gross motor area. Dry erase markers and dry erase boards with number strips give children a way to keep score as they bowl.
Practice
What goals and objectives could be measured while these students play?
To make the activity rich in opportunities, remember to select skills from across domains.
Kongs, C., & Goosen, M. (2011). Embedding Assessment into Daily Activities and Routines. Parsons, KS: Kansas Inservice Training System/University of Kansas Center on Developmental Disabilities, kskits.org
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Fine Motor The Book Corner
Collage materials make a wonderful activity in a fine motor area. Materials might include: scissors, magazine pictures, and pre-‐printed colored shapes.
Practice
What skills could be measured with the existing materials? What additional materials could be added to measure different skills? What skills could be measured with the addition of materials?
The book area should contain books that are related to the current theme and other books that are familiar and favorites of the students.
Practice Think of at least four skills from at least two different domains that could be measured in this area.
Kongs, C., & Goosen, M. (2011). Embedding Assessment into Daily Activities and Routines. Parsons, KS: Kansas Inservice Training System/University of Kansas Center on Developmental Disabilities, kskits.org
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Application Activity: The Vet’s Office The following photographs depict a dramatic play center in a three to five year old preschool classroom. The “Vet’s Office” contains an area for the animals, (with each animal having its own box, labeled with a picture and print title), a book with the animal’s photograph on the front and blank pages of paper inside for documenting pet care, doctor’s kits for medical care, grooming tools, food and bowls for feeding, a cot for animal care and a reception desk with a variety of writing tools, clipboard, paper, appointment cards and telephone.
Practice
Using your curriculum-‐based assessment as your guide, make a list of all of the skills that could be measured within this activity. Look across the developmental domains. Think about the range of student abilities that could be met within this same activity.