cd 38 chapter 11 pp revised oct 2016
TRANSCRIPT
Chapter 11: Assessment: An Essential
Component of Effective Early Childhood Programming
Planning and Administering Early Childhood ProgramsTenth Edition
Nancy FreemanCelia A. DeckerJohn R. Decker
Prepared by:Nancy K. Freeman
Tere HolmesKris Curtis
Adapted by: Katy Kelley
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Responsible AssessmentCharacteristics of responsible assessment:• Assessment is designed to benefit children and
families• Instruments and data use are tailored to a specific
purpose• Assessment practices are collaborative• Assessments are developmentally valid• Assessment is closely connected with the local
program’s goals(NAEYC, 2001)
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-The Essential Role of Observation and Documentation in Early Childhood
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Purposes of Assessment•Promoting children’s learning and development
•Identifying children’s specialized instructional needs
•Determining program effectiveness•Making policy decisions
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Assessment that Promotes Children’s Development and Learning (continued)
Formative Assessment: •Determines children’s progress meeting program goals and objectives and informs teaching and learning
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Authentic Assessment• Begins by identifying learning objectives• Is designed to determine if children demonstrate identified competencies
• Is conducted in the natural environment where children are learning and living
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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).
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
See Video Clip - Clearing Your View: Staying Objective in Observation
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Exercise : Objective vs. Subjective Statements
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
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Objective Observation Activity-Start The Day in Circle Time Video Clip
• Carefully watch this video clip and record exactly what you see
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Objective Observation Activity/Exercise • List 3 brief statements (based on a circle time
video clip) that are objective/descriptive.• List 3 brief statements (based on a circle time
video) that are subjective & an interpretation.• Next, find a partner and give each other feedback
regarding your statements.• Lastly, we will share responses as a group.
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Additional Data Collection Strategies
•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
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Ethical Use of Standardized Tests•Assessments should only be used for their intended purposes
•Assessment instruments should meet acceptable levels of quality
•Assessment instruments should be used only if children will benefit from their use
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Curriculum/Criterion Based Referenced Assessments
•High/Scope Child Observation Record•The Work Sampling System (WSS)•The Creative Curriculum Developmental Continuum
•Assessment, Evaluation, and Programming System (AEPS)
•The Early Learning Scale (NIEER)
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Camden City Public Schools on The Creative Curriculum for Preschool and GOLD
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Reflection
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• Conducting factual observations is. . .
• My favorite observation method is. . .
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Three Kinds of PortfoliosDisplay Portfolio:–General descriptions and illustrations of what children do in the classroom
Showcase Portfolio:– Illustration of a child’s “best” work
Working Portfolio:–Documentation of an individual child’s progression of learning and skill development
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Advantages of Extensive Record Keeping
•Teachers make more informed decisions•Helps to illustrate child progress•Communicates to children and families that learning is important
•Provides evidence of effectiveness•Helps teachers determine effectiveness of teaching practices
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Reporting Assessment Information•Commonly used tools for Reporting children’s progress○Informal Reports○Narrative Report Letters○Individual Conferences
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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Trends and Issues•The growth of state-funded pre-k programs and pressures to use inappropriate, often high-stakes assessments
•Using assessment data for multiple purposes – not for their intended uses
•Growing diversity and the challenges of assessing English Language Learners
•Time and training required for authentic assessment
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Group ActivityFactual (objective) vs.
Interpretation (subjective) Activity
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up• Read Chapter 11 & review this week’s
PowerPoint (under Module 11 & Resources)
• Prepare for Quiz #2 on Chapter 11-next week 11/15
• Let me know if you have any questions!
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