Chapter 11: Assessment: An Essential Component of Effective Early Childhood Programming Planning and Administering Early Childhood Programs Tenth Edition Nancy Freeman Celia A. Decker John R. Decker Prepared by: Nancy K. Freeman Tere Holmes Kris Curtis Adapted by: Katy Kelley
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Chapter 11: Assessment: An Essential
Component of Effective Early Childhood Programming
Planning and Administering Early Childhood ProgramsTenth Edition
Assessment that Promotes Children’s Development and Learning
•Developmental Screening: is a brief, relatively inexpensive standardized procedure designed to quickly assess a large number of children to identify those who should be referred for further assessment
• Intervention Services: Involves screening and diagnostic testing
Observations•Focus systematically on one child or a small group of children–Naturalistic observations focus on regular day-to-day activities○Recorded as anecdotal records or running records–Structured observations bring children into a planned environment○Recorded through event sampling (conditions
preceding or following a specific behavior) or time sampling (tallying a specific behavior while its occurring).
Review the following statements and determine if you would give the statement a S (for subjective-i.e., an opinion) or O (for objective-factual):______Jumped 18 inches______Very Smart______Nice boy______Grabbed the toy and said “Mine!”______She’s a challenge ______Counted to 8______Called someone a bad name_____ Clapped to the “Bingo” song_____ Enjoyed music
Exercise: Objective vs. Subjective Statements-Answers
__O___Jumped 18 inches__S___Very Smart__S___Nice boy__O___Grabbed toy and said “Mine!”__S___She’s a challenge __O____Counted to 8__S___Called someone a bad name__O__ Clapped to the “Bingo” song__S___ Enjoyed music
•Interviews with children and/or families•Collections of children’s work samples•Standardized Tests–Criterion References Tests: Performance compared to established standard–Norm References Tests: Performance compared to behavior/ performance of others
Types of Records•Background information– Includes information from families including past school experiences, medical records, etc.
•Performance records–Documents children’s learning–Takes the form of log entries, anecdotal notes, checklists, rating scales, work samples including portfolios
•Referral records-Documentation of needed referrals
•Summary records-Summarizes & interprets primary data
Assessment that Evaluates Program Effectiveness & Guides Policy Decisions
•Formative program assessment provides information about how well the program is meeting its goals and provides information about targeting staff development
•Summative program assessment is cumulative and determines whether a program has met its goals for program quality and student learning
Reporting Program Effectiveness•Determine the purposes of the report•Decide how quantitative (data that can be put into numbers) and qualitative assessment data (collecting information that is not numerical) will be represented
•Against which criteria will assessment outcomes be measured?○Children’s progress compared to a normed group? ○Children’s success meeting specific goals?
•Decide how data will be assembled to be accessible