Friday, May 17, 2019
Assessments for Early Childhood Programs Essay
William J. Wilson once said, The person who scored healthy on an SAT will non necessarily be the trump doctor or the best lawyer or the best businessman. These tests do not beat character, leadership, creativity, or perseverance. Why do we test students? What is the purpose of evaluatements? Do these tests and opinions benefit the students? These ar questions educators have been asking for years. It is impossible for one to hold a nippers academic abilities based solely on a test.Yet at that place still needs to be around form of assessments performed in golf club to evaluate the academic aim each student has reached. But how frequently assessing is too much(prenominal)? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, ar the consequences of the assessment results and how they affect the child. According to The guinea pig Academies of Sciences, there be two key principles that s upport the success of assessment. The first is that the purpose of an assessment should be a hold for assessment decisions.The purpose for every assessment must be look ond and clearly communicated to all stake- holders forward the assessment is designed or implemented. Most substantial, assessment designed for programs should not be employ to assess individual children. Beca role diverse purposes require dissimilar kinds of assessments, the purpose should drive assessment design and implementation decisions (The case Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a coherent agreement of health, educational, and family support run that promote optimal development for all children. judgment should be an integral secern of a coherent system of early childhood c argon and education that includes a range of services and resources (The National Academies of Sciences, 2008). These two principles explain the main purpos e of why assessing is important and how assessments should be conducted. After having an concord of the purpose of assessments, why is it so important to begin evaluations at such a young geezerhood? What is the purpose of evaluating infants and toddlers?Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a childs early years, evaluating and assessing their development should be the primary focus. They want to study how young children big(a) and learn. All the results of assessment are employ to inform the planning and implementation of experiences, to communicate with the childs family, and to evaluate and improve teachers and programs gear upiveness (Wortham, p.34).Teachers also use assessment results to in order to plan their curriculum accordingly . So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they fundament do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many distinguishable assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios.Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the about effective counselings to measure students characteristics. When children are young, it shadow be hard at times to determine if there are any developme ntal delays (Wortham, p. 39). Developmental checklists, or scopes, are in the main used at all levels of education.These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to evaluate authentic and exploit assessments (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met.However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign academic degrees. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade as signments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered by dint of interviews given directly by the teacher in order to understand the childs mentation and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games.The performance results are typically unplowed in a student or teacher portfolio. These portfolios contain samples of students work and are used as a sort of progress report card. Keeping detailed reports of students work in the portfolios help teachers keep track of their students progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a crowd of students, are meant to determine a students abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristic s (Wortham, p.39).Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. & Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly.It is important that the information collect outweighs any negative effects. Editors of primal Childhood Assessment Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the act of a measure does not always reflect the content (Snow, C. E. & Van Hemel, S. B. , p. 346).So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, pocket a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child.They all grow up and develop at different st come ons. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in geezerhood groups, do tend to follow a certain development pattern. The prob lem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations?Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an provide curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better find of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the anterior the cancer is found the chances of survival are greater.Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their childrens education in the event that the results of an evaluation do not match the potential of their child.Parents should know the norms and abnormalities of their childs behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears in effect(p) away by simply saying, that isnt like him or hes just head-in-the-clouds. Avoiding drastic measures and not jumping to conclusions is the proper wa y to evaluate a child fairly. What are the predicted semipermanent benefits to Early Childhood Assessments? Are assessments and student evaluations accurate?Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a childs desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning. References Bers, T. H. & Mittler, M. L. (1994). New Directions for Community Colleges.Assessment & interrogation Myths and Realities A Critical Review of Student Assessment Options, 69-83. Brink, M. (2002). Involving Parents in Early Childhood Assessment Perspectives from an Early Intervention Instructor. Early Childhood Education Journal, 29(4), 251-7. Retr ieved from Education Full Text database Early, D. M. , McKenna, M. , & Slentz, K. L. (2008). A Guide to Assessment in Early Childhood Infancy to Age Eight. Washington State Washington State emplacement of Superintendent of Public Instruction. The National Academies of Sciences (2008). Early Childhood Assessment Why, What, And How.Retrieved October 19, 2011 from http//www. bocyf. org/head_start_brief. pdf. Early Learning Standards Task cram and Kindergarten Assessment Work Group. (2005). Early Childhood Assessment For Children From Birth To Age 8 (Grade 3). Harrisburg, PA protoactiniums Departments of Education and Public Welfare. Snow, C. E. & Van Hemel, S. B. (2008). Early Childhood Assessment Why, What, And How. Washington, D. C. The National Research Council Of The National Academies Wortham, S. (2012). Assessment in Early Childhood Education, (6th ed). Upper Saddle River, NJ Pearson.