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WestEd.org
Formative Assessment in Context
Panelist:Peter L. Mangione, Ph.D.WestEd
CEELO RoundTAble Using Assessment to Improve Teaching & Learning for Young Children, Birth-3rd Grade
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Learning and Development…
begins in relationships, is informed by relationships, and is stimulated by relationships
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Formative AssessmentConsiderations for the Birth-to-5 Age Range
• Learning is integrated
• Need to support both learning and development
• Emotional security in close, caring relationships is foundational
• Exploration and play are central in learning
• Spontaneous, responsive interactions are critically important
• Qualitative shifts in learning and development
• Young children become increasingly able to learn from guided instruction as they develop
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Formative Assessment
Helps shape a student’s learning by:
•Eliciting evidence of learning
•Interpreting the evidence to illuminate a student’s learning needs
•Using interpretations of evidence to adjust instruction to meet a student’s needs (Black & Wiliam, 1998)
Orland, M., & Anderson, J. (April 2013). Assessment for learning: What policymakers should know about formative assessment. San Francisco: WestEd.
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Kinds of Adjustments Based on Formative Assessments in ECE Settings
Contexts for Learning and Development:
•Interactions/Conversations
•Environment
•Routines
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Formative Assessment
Ranges from:
•Informal to formal
•Responsive to planned
•Brief to extended
Orland, M., & Anderson, J. (April 2013). Assessment for learning: What policymakers should know about formative assessment. San Francisco: WestEd.
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Formative Assessment in ECE Settings
• Embedded in educational program
• Ongoing Observation and Documentation (observation notes, photos, videos, audio-recording, children’s products)
• Reflection on documentation and reflective curriculum planning based on observation/documentation
• Reflection done both individually and collaboratively (importance of collaborative, reflective dialogue, family engagement)
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Formative Assessment in ECE Settings
Focus on:
•Individual child
•Learning in small groups
•Learning in the large group (preschool, particularly older preschoolers)
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Interim/Benchmark Assessments
Periodic measures of student progress toward achieving performance objectives
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Formative Assessment Combined with Interim/Benchmark Assessments
• Use observation/documentation as data in the completion of periodic comprehensive developmental assessments (5 Essential Domains of School Readiness)
• Periodic comprehensive developmental assessments provide qualitative information on the child’s level of functioning (defined along learning progressions) across developmental domains
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Periodic developmental assessments:
•Allow for monitoring the progress of individual children
•Help teachers understand and interpret children’s learning, development and behavior
•Facilitate long-range planning for individuals, small groups, and large group
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Thank You