1. Perceptions of AssessmentTEAM ASSIGNMENT WITH BRYCE JONES, ASHLEY PRESTO & PATRICIA LAWSON
EDU/400
L. KILGORE
4.30.18
2. Why Assessment is Used
Evaluation
Diagnosis
Program planning
Placement
Research
Drives and evaluates instruction
Report progress
3. Why Assessments Are Useful
Lets teachers get to know students
Understand students learning styles
See students progress
Show students strengths and weaknesses
4. Perceptions of Assessment:
Are they good or bad??
Pros
Supports understanding
Provides information
Evaluates student progress
Offers instructional feedback
Indicates need for intervention
Cons
Interrupts learning
Affects self esteem of students
Does not recognize the “whole
child”
Can be biased/unfair
5. Assessment Know How
Formal vs. Informal
Alternative/Performance/Authentic
Preassessment
Ongoing
Formative vs. Summative
7. References
(Assessment). (2014). [Online Image]. Retrieved on April 28, 2018 from
http://ualr.edu/cos/home/assessment/
(Child Assessment). (2016). [Online Image]. Retrieved on April 28, 2018 from
http://epsyclinic.com/Common/SelfHelpDetails/346
(Classroom Assessment). (2018). [Online Image]. Retrieved on April 28, 2018 from
http://www.funderstanding.com/educators/classroom-assessment/
Feeney, S. & Freemena, N. K. (2014). Standardized testing in Kindergarten. YC: Young Children, 69 (1), 84-
88.
McAfee, O. & Leong, D. (2016). Assessing and guiding young children’s development and learning (6th ed.).
Boston, MA : Allyn & Bacon.
Wortham, S. (2016). Assessment in early childhood education (7th ed.). Upper Saddle River, NJ: Pearson.
Editor's Notes
Assessment is defined as “the process of gathering information about children from several forms of evidence, then organizing and interpreting that information (Wortham, 2016, p. 2).
In addition to tracking a student’s progress, assessment results can be used to support communication with parents, caregivers, special services and more (McAfee and Leong, 2016, p. 33).
When it comes to program and instructional planning, assessment can provide educators with feedback on how students are responding to the lessons and indicate where modifications are necessary.
Assessments provide teachers with useful information about their students. We as teachers are able to know and understand our students, we watch as they progress and how they gain knowledge. Also, teachers are able to understand students learning style. Seeing what areas the students are strong in and which they are weaker in. When assessing students and focusing on these aspects I would have to use multiple assessments and track information for a period of time. Keeping an organized portfolio on each student will help me see their progress along with keeping checklist/assessments all together.
While some are supportive of assessments, others believe it may actually be detrimental to children’s development (Feeney and Freemena, 2014).
“Bias refers to a test procedure result or use that unfairly discriminates against one group in favor of another” (McAfee and Leong, 2016, p. 18).
Assessments can be formal and informal. An informal assessment would be to check a student on skills that should be mastered or skills that need improvement. Such skills that should be on the Pre-K list or Kindergarten list would be the phonics of letters, recognition of letters, the names of the shapes, colors , being able to count orally and number recognition.
“Formal assessment is when standardized instruments are used for the measurement and evaluation of children’s development and progress” (Wortham, 2016, p. 34).
Alternative, performance and authentic assessments can demonstrate what a child knows or understands in a more individualized way. For example, an alternative assessment can come in the form of a work sample. A performance assessment is administered to show that a child can perform a specific task or activity, such as working independently. Authentic assessments show how a child has learned to apply what he has learned in the classroom and apply it elsewhere (Wortham, 2016, p. 18).
Preassment is defined as “conducting assessment prior to planning curriculum based on individual needs” (Wortham, 2016, p. 45).
Teachers use ongoing assessments throughout the school year to show what areas need improvement and what areas have been mastered.
According to Wortham (2016) “formative assessments are strategies the teacher uses to monitor a child’s progression in mastery of informational or skills during a series of learning activiites (p,45).
Summative assessments can be used at the end of an instructional period, such as the end of a unit, semester or even at the end of the year. They will show mastery of a concept or skill (Wortham, 2016, p. 45). For example, one could administer a spelling quiz at the end of the week.
How we feel about assessment can affect how we conduct them in the classroom and how we teach in general.
It is important to know which assessments you are required to administer, and that you are comfortable doing so. If you need more training, it is your responsibility to seek help.
While you may not agree with the type of assessment required, it is important to make sure that all your students have the opportunity to be assessed equally. “Teachers must advocate for fairness in assessment where rights of all concerned are addressed” (McAffee & Leong, 2016, p. 11).
If you feel that an assessment is not fair, collect the necessary data to support that, and advocate for the children in a professional manner. This is known as ethical finesse (Feeney & Freemena, 2014, p. 85).
Planning, implementation, assessments and reporting/revision are part of the process. They can be used to the advantage of the student and the educator.
