Uploaded byMr. Ronald Quileste, PhD
Assessment of Learning in Early Childhood Education
The document discusses the importance and methods of assessment in early childhood education, differentiating between assessment and testing. It outlines various assessment methods, their reliability and validity, and the significant role of assessments in identifying children’s needs, planning instruction, and evaluating programs. Additionally, it shares a metaphorical story about animals in a school, highlighting the shortcomings of standardized assessments that do not consider individual strengths and learning styles.
More Related Content
Similar to Assessment of Learning in Early Childhood Education
Assessment of Learning in Early Childhood Education
- 1. Assessmentoflearning forearlychildhood Mr. Ronald M.Quileste, M.Ed. Preschool Educ. / Assessment of Learning Instructor School of Education Xavier University – Ateneo de Cagayan Cagayan de Oro City, Misamis Oriental
- 2. Assessment vs. Testing Typesof Assessment General Issues of Assessment ECCD Assessment Methods
- 3. Criteria of Reliableand Valid Preschool Assessment
- 4.
- 5. Assessmentis… is the processof collecting, synthesizing, and interpreting information to aid classroom decision-making. It includes information gathered about pupils, instruction, and classroom climate.”
- 6. Testing is… is aformal, 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.”
- 7. Testing is part ofassessment
- 8. What are the typesof assessment
- 9.
- 10.
- 11.
- 12.
- 13.
- 14.
- 15. 1 UsesofChildAssessment Assessment canprovide four types of information for and about children and their parents, teachers, and programs
- 16. 1 UsesofChildAssessment Identify childrenwho may be in need of specialized services
- 17. 1 UsesofChildAssessment Plan instructionfor individuals and groups of children
- 18. 1 UsesofChildAssessment Identify programimprovement and staff development needs
- 19. 1 UsesofChildAssessment Evaluate howwell a program is meeting goals for children
- 20.
- 21. 2 Reliability Reliability refersto the consistency, or reproducibility of measurements
- 22. 2 validity Validity isthe degree to which a test measures what it is supposed to measure.
- 23.
- 24.
- 25.
- 26. 2 Informal AssessmentMethods Authentic assessments
- 27. 2 Informal AssessmentMethods Authentic assessments (reallifetesting)
- 28.
- 29.
- 30.
- 31.
- 32.
- 33.
- 34. Criteria of Reliable andValid Preschool Assessment
- 35. 1 Assessment should not makechildren feel anxious or scared
- 36. 2 Information should be obtainedover time
- 37. 3 An attempt shouldbe made to obtain information on the same content area from multiple and diverse sources, especially when repeated instances of data gathering are not feasible
- 38. 4 The length ofthe assessment should be sensitive to young children’s interests and attention spans
- 39. 5 Testing for purposesof program accountability should employ appropriate sampling methods whenever feasible
- 40.
- 41. The Animal School byRev. Dr. Devorah Greenstein
- 42. • Many yearsago, the animals in the Great Forest decided that they wanted to start a school for all their children. Until that time, it had been the responsibility of parents to teach their children the skills they needed to know, but the animals in the Great Forest wanted their children to learn from professional teachers. So they organized a school and hired staff.
- 43. • The teachersmet and decided to provide a standardized educational curriculum to their animal students. So they adopted an activity curriculum consisting of swimming, running, flying, and climbing. All the animals took all the subjects – because it was very important to them that no child be left behind. To ensure that students were progressing satisfactorily, standardized achievement tests were administered to all students.
- 44. • Here's whathappened. The ducks were excellent in swimming. In fact, the ducks were better than their teacher. But some of the ducks made only passing grades in flying and all of them were very poor in running. Since they were slow in running, they had to stay after school for remedial running practice, and they had to drop swimming in order to practice running during their swimming class time. This was kept up until all the ducks‘ webbed feet were very sore. And the ducks were so tired, that soon they were only average in swimming. But average was acceptable in school, so nobody worried about that – except the ducks.
- 45. • In running,the rabbits started at the top of the class, but they did very poorly in swimming. Also, the rabbits insisted on hopping around, and the teachers were concerned about their hyperactivity – so they made the rabbits walk everywhere instead of allowing them to run or hop. And the rabbits had to come in early every day for special swimming class. Many of the younger rabbits developed severe fur problems because they were having to spend so much time in the swimming pool.
- 46. • The squirrelswere excellent in climbing and running. In fact, the squirrels were the best students at climbing the standardized tree. But they wanted to fly by first climbing the tree, then spreading their paws, and gliding to the ground. (That's the way squirrels fly.) But in flying class their teacher made them start on the ground instead of at the treetop, and the squirrels were not mastering the course material.
- 47. • So everyday, the squirrels had therapy – a flying therapist took the squirrels into the gym and made them do front-paw exercises to strengthen their muscles so they could learn to fly the right way. The squirrels' paws hurt so much from this overexertion that some of them only got a C in climbing. Some of the squirrels failed climbing altogether.
- 48. • The eagleswere definitely problem children – in climbing class, the eagles beat all the others to the top of the tree, but they insisted on using their own way to get there and were quite stubborn about it. The eagles said that clearly it was the goal that mattered, and that it was quite right for eagles to get to the treetop by flying. The school psychologist diagnosed them as having oppositional-defiant disorder. (That's a real diagnosis that some children are given in school.) A strict behavior modification plan was developed for the eagles.
- 49.
- 50. Developing and implementinga balanced approach to assessment is not an easy or inexpensive undertaking. But because we value our children and respect those charged with their education, it is an investment worth making.
- 51.