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The Purpose of Early Childhood Assessment


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This presentation was produced as a class project at WKU for CFS 294 - Fall 2009.

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The Purpose of Early Childhood Assessment

  1. 1. What Parents Need to Know…About the Purpose of Early Childhood Assessment<br />By: Lara Elizabeth Marie Fox<br />Produced as a class project at WKU for <br />CFS: 294 – Fall 2009<br />
  2. 2. What is Assessment?<br />The process of gathering information about children from several forms of evidence, then organizing and interpreting that information <br />
  3. 3. Assessment Principles<br />Benefit children<br />Tailor to a specific purpose<br />Recognize reliability and validity increase with age<br />Age appropriate<br />Linguistically appropriate<br />Value parents<br />
  4. 4. Assessment Strategies<br />Standardized Tests<br />Informal Assessments: Observations, Teacher-Designed Measures, Checklists, Rating Scales, Rubrics, Performance/Portfolio Assessments, and Technology-Based Assessments<br />
  5. 5. Purpose 1<br />Assessing to promote children’s learning and development <br />
  6. 6. Purpose 2<br />Identifying children for health and social services <br />
  7. 7. Purpose 3<br />Monitoring trends and evaluating programs and services <br />
  8. 8. Purpose 4<br />Assessing academic achievement to hold individual students, teachers, and schools accountable <br />
  9. 9.
  10. 10. Standardized Tests<br />Measure abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics<br />
  11. 11.
  12. 12. Observations<br />Allow the teacher to get to know the child as a unique individual, rather than as a member of a group<br />
  13. 13.
  14. 14. Teacher-Designed <br />Allow the teacher to obtain more specific information about each student’s knowledge and skills relative to the instructional objectives of the class<br />
  15. 15.
  16. 16. Checklists<br />Become a framework for assessment and evaluation, instructional planning, record keeping, and communicating with parents<br />
  17. 17.
  18. 18. Rating Scales<br />Require the teacher to make a qualitative judgment about the extent to which a behavior is present<br />
  19. 19.
  20. 20. Rubrics<br />Act as qualitative instruments for assessing student progress or scoring student work<br />
  21. 21.
  22. 22. Performance/Portfolio<br />Measures what children can do or apply, in addition to what children know<br />Assessment and evaluation, self-assessment and reflection, and reporting progress<br />
  23. 23.
  24. 24. Technology-Based<br />Assess children through the use of computers and other forms of technology<br />
  25. 25. Students<br />Know what they are doing well <br />Know where they need to work harder<br />
  26. 26. Teachers<br />Decide what and how to teach<br />
  27. 27. Parents<br />Additional support for their children<br />
  28. 28. School Districts<br />Additional support for teachers and students<br />
  29. 29. State/Federal Dept. of Education<br />Assess educational status<br />Additional funding<br />Make improvements<br />
  30. 30. Sources<br />DiGesu, E. (n.d.). The purpose of assessment. Retrieved from http://www. Purpose.htm<br />Katz, L.G. (1998, January 27). A developmental approach to assessment of young children. Retrieved from http://www.kidsource.comkidsource content4/assess.development.html<br />Wortham, S.C. (2008). Assessment in early childhood education (fifth edition). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.<br />NOTE: All images can be found on under an image search<br />
  31. 31. Thank You!<br />This presentation was produced as a class project at WKU for CFS 294 Assessment of Young Children – Fall 2009<br />