Cd 38 chapter 11 pp revised oct 2016

Chapter 11:
Assessment: An Essential
Component of Effective Early
Childhood Programming
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted by: Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
11-2
Responsible Assessment
Characteristics of responsible assessment:
• Assessment is designed to benefit children and
families
• Instruments and data use are tailored to a
specific purpose
• Assessment practices are collaborative
• Assessments are developmentally valid
• Assessment is closely connected with the local
program’s goals
(NAEYC, 2001)

Video Clip-The Essential Role of Observation
and Documentation in Early Childhood
11-3

11-4
Purposes of Assessment
•Promoting children’s learning and
development
•Identifying children’s specialized
instructional needs
•Determining program effectiveness
•Making policy decisions

11-5
Assessment that Promotes Children’s
Development and Learning
• Developmental Screening: is a brief, relatively
inexpensive standardized procedure designed to
quickly assess a large number of children to
identify those who should be referred for further
assessment
• Intervention Services: Involves screening and
diagnostic testing

Assessment that Promotes Children’s
Development and Learning (continued)
Formative Assessment:
•Determines children’s progress meeting program
goals and objectives and informs teaching and
learning
11-6

11-7
Authentic Assessment
• Begins by identifying learning objectives
• Is designed to determine if children
demonstrate identified competencies
• Is conducted in the natural environment
where children are learning and living

11-8
Observations
•Focus systematically on one child or a small
group of children
–Naturalistic observations focus on regular day-
to-day activities
○ Recorded as anecdotal records or running records
–Structured observations bring children into a
planned environment
○ Recorded through event sampling (conditions
preceding or following a specific behavior) or time
sampling (tallying a specific behavior while its
occurring).

See Video Clip - Clearing Your View:
Staying Objective in Observation
11-9

Exercise : Objective vs.
Subjective Statements
Review the following statements and determine if you
would give the statement a S (for subjective-i.e., an
opinion) or O (for objective-factual):
______Jumped 18 inches
______Very Smart
______Nice boy
______Grabbed the toy and said “Mine!”
______She’s a challenge
______Counted to 8
______Called someone a bad name
_____ Clapped to the “Bingo” song
_____ Enjoyed music
11-10

Exercise: Objective vs. Subjective
Statements-Answers
__O___Jumped 18 inches
__S___Very Smart
__S___Nice boy
__O___Grabbed toy and said “Mine!”
__S___She’s a challenge
__O____Counted to 8
__S___Called someone a bad name
__O__ Clapped to the “Bingo” song
__S___ Enjoyed music
11-11

11-12
Additional Data Collection
Strategies
•Interviews with children and/or families
•Collections of children’s work samples
•Standardized Tests
–Criterion References Tests: Performance
compared to established standard
–Norm References Tests: Performance
compared to behavior/ performance of others

11-13
Ethical Use of Standardized Tests
•Assessments should only be used for their
intended purposes
•Assessment instruments should meet
acceptable levels of quality
•Assessment instruments should be used
only if children will benefit from their use

11-14
Curriculum/Criterion Based
Referenced Assessments
•High/Scope Child Observation Record
•The Work Sampling System (WSS)
•The Creative Curriculum Developmental
Continuum
•Assessment, Evaluation, and Programming
System (AEPS)
•The Early Learning Scale (NIEER)

Video Clip-Camden City Public Schools on The
Creative Curriculum for Preschool and GOLD
11-15

11-16
Types of Records
• Background information
– Includes information from families including past
school experiences, medical records, etc.
• Performance records
– Documents children’s learning
– Takes the form of log entries, anecdotal notes,
checklists, rating scales, work samples including
portfolios
• Referral records-Documentation of needed
referrals
• Summary records-Summarizes & interprets
primary data

Reflection
11-17
• Conducting factual observations is. . .
• My favorite observation method is. . .

11-18
Three Kinds of Portfolios
Display Portfolio:
– General descriptions and illustrations of what children
do in the classroom
Showcase Portfolio:
– Illustration of a child’s “best” work
Working Portfolio:
– Documentation of an individual child’s progression of
learning and skill development

11-19
Advantages of Extensive Record
Keeping
•Teachers make more informed decisions
•Helps to illustrate child progress
•Communicates to children and families that
learning is important
•Provides evidence of effectiveness
•Helps teachers determine effectiveness of
teaching practices

11-20
Reporting Assessment Information
•Commonly used tools for Reporting
children’s progress
○Informal Reports
○Narrative Report Letters
○Individual Conferences

11-21
Assessment that Evaluates Program
Effectiveness & Guides Policy Decisions
•Formative program assessment provides
information about how well the program is
meeting its goals and provides information
about targeting staff development
•Summative program assessment is
cumulative and determines whether a
program has met its goals for program
quality and student learning

11-22
Reporting Program Effectiveness
• Determine the purposes of the report
• Decide how quantitative (data that can be put
into numbers) and qualitative assessment data
(collecting information that is not numerical) will be
represented
• Against which criteria will assessment outcomes be
measured?
○ Children’s progress compared to a normed group?
○ Children’s success meeting specific goals?
• Decide how data will be assembled to be accessible

11-23
Trends and Issues
• The growth of state-funded pre-k programs and
pressures to use inappropriate, often high-stakes
assessments
• Using assessment data for multiple purposes – not
for their intended uses
• Growing diversity and the challenges of assessing
English Language Learners
• Time and training required for authentic
assessment

Follow-up
• Review the entire module and then
complete the weekly
discussion/exercise (under
discussions).
• Please let me know if you have
questions!
11-24

Cd 38 chapter 11 pp revised oct 2016

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Cd 38 chapter 11 pp revised oct 2016