Download - Topic 7 Assessment of Literary Skills
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GED 1073
EARLY LITERACY AND
LANGUAGE
SAADAH KHALID
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ASSESSMENT OF LITERARY SKILLS
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TOPIC OUTCOME
Should be able to :
1. Identify the importance of assessments in ECEclassrooms.
2. Identify the appropriate assessment tools forassessing young children.
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INTRODUCTION
The assessment of young children is very
different from the assessment of older
children and adults in several ways. The greatest difference is in the way
young children learn.
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They construct knowledge in experiential,
interactive, concrete, and hands-on ways
rather than through abstract reasoning and
paper and pencil activities alone.
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To learn, young children must touch and
manipulate objects, build and create in
many media, listen and act out stories and
everyday roles, talk and sing, and moveand play in various ways and
environments
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Assessments should:
bring about benefits for children;
be tailored to a specific purpose;
be reliable, valid, and fair;
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bring about and reflect policies that
acknowledge that as the age of the child
increases, reliability and validity of the
assessment increases;
be age-appropriate in both content and
methodology
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be linguistically appropriate because all
assessments measure language; and
value parents as an important source of
assessment information.
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Technique Purpose Comments
Observation or "kid
watching"
Watch students'
performance in authentic
learning situations.
An essential procedure for
good classroom assessment
and evaluation.
Checklists Guide observations. May be used to guide
observations in many areas
related to literacy learning.
Records of independent
reading and writing
Keep track of independent
reading and writing.
Should be used at all levels;
gives insights about
students' attitudes and
habits.
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Retellings Assess meaning construction. One of the best procedures to
assess construction of meaning.
Pre reading plan (PREP) Assess prior knowledge. Helps you plan type of support
students need.
Responses to literature Assess meaning construction,
levels of thinking, and use of
strategies.
Shows how students use what
they have read and integrate ideas
into their own experiences.
Student self-evaluations Determine students' perceptions
of their own reading and writing.
Helps students take ownership of
learning.
Process interviews Gain insight into students' meta
cognition processes.
Individual procedure that should
be used selectively.
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Process interviews Gain insight into students'
meta cognition processes.
Individual procedure that
should be used selectively.
Teacher-selected reading
samples
Assess meaning
construction. Assess
decoding, if done orally.
Informal procedure; may be
collected and compared
over time.
Literature circles Assess meaning
construction.
Integrates instruction and
assessment
Interest inventories Determine students'
interests.
Provides a basis for planning
learning activities.
Scoring writing using rubrics Evaluate meaning
construction through
writing.
Provides a way of judging
writing by looking at the
entire piece.
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Miscue analysis Assess decoding and use of
strategies.
Procedure requires detailed
training.
Informal reading inventories Assess meaning construction
and decoding.
Procedure requires detailed
training. Use judiciously.
Running records Assess use of decoding
strategies.
Procedure requires detailed
training.
Performance assessments Assess application of all
strategies, skills, andknowledges.
Makes assessment an
integral part of instruction.
Assessment procedures
accompanying published
materials
Varies according to
publisher.
Should be used selectively.
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ASSESSMENT TOOLS
Early childhood assessment tools, one or
more of which could be included in a
quality assessment system for young
children.
When used together in an assessment
system, these tools will yield meaningful
and useful information to teachers,parents, and administrators.
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Observations and Checklists
Observations of child behaviors and skills
provide the teacher with a powerful
measure of a childs abilities.
For example, a teacher observation of a
child retelling what happened last night at
home with a big smile and expressive
language is a truer measure of orallanguage skills than asking the child to
retell a story in an unfamiliar setting.
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Anecdotal records
Anecdotal records are short, factual,narrative descriptions of child behaviors
and skills over time.
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Anecdotal records should be as objective as
possible and only a few sentences long. Gina,
age 4.10, chose the library center today.
She pretended to read Peter Rabbit to two dollbabies and Jessica.
She turned each page and recited with
expression the memorized words on each page.
She showed the picture at each page turn.
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Running records
Running records are similar to anecdotalrecords but are much longer.
An observer objectively writes in a
narrative format everything the child didand said for a specific time period such as
thirty minutes.
Running records are especially helpful inanalyzing social skill development or
behavior concerns
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Portfolio
A portfolio is a flexible and adaptable
collection over time of various concrete
work samples showing many dimensions
of the childs learning.
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This type of assessment tool is particularly
ideal for use in the primary grades when
children are developing knowledge and
skills in several subject areas at differentrates.
This type of assessment also focuses on
the childs strengths and demonstrationsof knowledge and skills.
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Diagnostic assessment
A diagnostic assessment identifies a range
of strengths and weaknesses in the child
and suggests specific remedial actions.
Classroom diagnostic assessments are
not direct measures of academic outcome
and should never be used for
accountability purposes alone.
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Guidelines when testing children
in preschool
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Administer tests in a one-on-one setting.
The child should know the test administrator
(preferably the teacher).
If it is not possible for the child to be tested by asomeone familiar, the test administrator should
use warm-up activities to build rapport with the
child.
Keep each testing session short.
Reinforce the child throughout the testing
session.
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THANK YOU