Birth-Pre-K and K-3 Children

Using the readings, design a comparison chart that outlines the assessments for Birth-Pre-K and K-3 children. Be sure to address: At least three types of assessment. Whether each assessment is formal or informal. The use of each assessment (e.g., instruction, strategies, diagnosis of disability). In what settings each assessment could be considered valid. The importance of evaluating growth and development. The accurate reporting of student progress. How measurements and evaluations are used for each assessment. I added a template to compare the 3 assessments. Every time you answer each question in the box, clear that question and put the answer.

Assessment Practices: Birth-Pre-K and K-3
Assessments for Birth-Pre-K and K-3 Children

Formative Assessment Summative Assessment Diagnostic Assessment
Definition?

Formal or informal?

Use of assessment (e.g., instruction, strategies, diagnosis of disability)?

In what settings could the assessment be considered valid?

Importance of evaluating growth and development?

The accurate reporting of student progress?

How measurements and evaluations are used for each assessment? Definition?

Formal or informal?

Use of assessment (e.g., instruction, strategies, diagnosis of disability)?

In what settings could the assessment be considered valid?

Importance of evaluating growth and development?

The accurate reporting of student progress?

How measurements and evaluations are used for each assessment? Definition?

Formal or informal?

Use of assessment (e.g., instruction, strategies, diagnosis of disability)?

In what settings could the assessment be considered valid?

Importance of evaluating growth and development?

The accurate reporting of student progress?

How measurements and evaluations are used for each assessment?

Lecture Notes: Assessment Practices
Introduction
Assessment is an integral component of instruction found within successful early childhood programs and classrooms. There are various types of tests and measurements that teachers can and should use at different developmental stages, each of which yields relevant information about both individual and group learning abilities and needs.

Uses of Assessment
Assessment of young children involves the gathering of information from direct observation of children in their natural environments and other methods that allow teachers to make instructional decisions in the classroom for the benefit of all children. The interpretation and analysis of data provides teachers with additional insight into each student’s learning style, rate of progress, and level of proficiency on various concepts taught over the course of the school year. It further provides comparative information so the teacher can adequately determine which students need additional intervention, reinforcement on a skill, or enrichment activities to further their development and growth with the concept. In essence, one of the primary advantages for the use of authentic assessment data is to provide the teacher with substantial and meaningful information that assists in the differentiation of instruction so they are able to change and modify instruction and strategies to better meet the needs of the diverse learners found within the early childhood classroom.

Teachers today are held accountable for the reporting and demonstration of learning through a variety of means within the school system. State and standardized measures are in place and utilized for educational decision making on a larger scale than in years past. Not only do teachers have mandatory state assessments to administer and interpret, but individual districts within the states also have benchmark assessments in all of the core subjects that are given to children three times annually. Individual teachers are then given the task of using assessment approaches within their classrooms to monitor individual student progress in academic achievement, subject-specific skills, and behavioral and social-emotional development. These sometimes cumbersome processes provide a substantial amount of information for teachers, families, school and district officials, and give future direction for continued support and advancement in learning for young children.

The procedures become more formal and are heavily regulated when evaluation is necessary to determine a potential disability in a child. Because of the legal implication involved, early childhood teachers will have the expertise of a multidisciplinary evaluation team (MET) spearheaded by a school psychologist when determining if a child is eligible and in need of special education services. The teacher does have an active role in the special education evaluation process and a responsibility to bring pertinent data to the table as a member of the MET.

Administration and Process of Assessment
The general requirements for assessments begin with fair and equitable procedures founded not only on federal and state requirements, but also on scientifically research-based best practices. These guidelines include using multiple assessment tools and strategies that are not only age and developmentally appropriate, but also culturally unbiased. In addition, best practice in the assessment of young children requires that only knowledgeable and trained personnel administer tests and interpret the data to determine a child’s educational needs. This puts the responsibility on both the school administration to provide appropriate professional development opportunities as well as early childhood teachers to build their capacity for this critical component of instruction.

The specific process to be followed by teachers in the meaningful assessment of young children is determined by the state education agency or school district, but the general or overall process identified is similar to the problem-solving method (i.e., define the problem, analyze what is happening, develop a plan to correct it, and evaluate whether it is working). The systematic model being used nationwide for the assessment of early childhood students is Response to Intervention (RTI). RTI employs an evidence-based approach of tiered, increasingly intensive intervention services and strategies coupled with frequent and ongoing progress monitoring using curriculum-based measures for all students in both the academic and behavioral domains. More formal evaluation procedures and referral to special education are reserved for those students who fail to respond to the prescribed interventions and demonstrate inadequate progress in the general curriculum, even with extensive adaptations.

Assessments at Various Stages
Potential for learning and the specific acquisition of knowledge can be assessed at a very early age and can be useful in the planning of intervention services or daily instruction, depending on the age of the child. These early measures can provide early childhood educators with relevant, predictive data and information about the rate of progress for individual or groups of children.

Infants
Many tests have been developed specifically for infants, the most common of which is the Apgar score, administered immediately after delivery. The obvious drawbacks of such assessments are linked to the developmental limitations of a baby, including attention span and alertness. Infant scales also go beyond the newborn stage, typically assessing a range of one month to two years of age.

Preschool Children
Assessments for preschool children have been designed primarily for the detection of developmental problems to determine if children require early intervention programs, services, or activities prior to entering kindergarten. The most widely used test for this purpose is the Denver Developmental Screening Test. This instrument assesses characteristics of children in relation to developmentally appropriate milestones. The subjectivity of this type of measure along with a young child’s limited attention span contributes to the difficulty in establishing reliability with the preschool population.

School-aged Children
Many tests administered to school-aged children are designed to assess student achievement and are typically administered in a group. The formal evaluation process to determine and diagnose a learning disability or other eligibility area for special education is also available for school-aged children. Multiple informal assessment strategies and instruments are used for evaluation depending on the domain and developmental levels being evaluated.

Conclusion
The early childhood teacher must have a vast understanding of the various types and the intended uses of both formal and informal instruments in order to be effective educators in today’s world. The current era of accountability requires an educational framework that fosters ongoing assessment and data-driven decision making in order to maximize opportunities for success for all learners. Standard assessment practices that are based in sound research are a necessary entity in all early childhood settings and should span the course of the child’s growth and development.

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