Prekindergarten Assessment Plan: Language and Literacy

 

Maria Motta

 

EDU 645 Learning & Assessment for the 21st Century

 

Professor Plaskon

 

December 10, 2012 

 

 

          The skills and abilities involved in teaching and assessing preschool students, does not happen at a fast pace.  There are cumulative and interrelated experiences that begin at an early age.  Other experiences have to occur in order to support development.  Purposeful conversations will take place between the teacher and children in order to support language.  A vast array of age appropriate books and learning material must be present. Children will have opportunities to play, participate in large and small group language and literacy activities.  Books will be available in each of the five learning areas; science, dramatic play, block area, quiet area, and art area.  The classroom is rich in literacy through a variety of reading material and print rich through the use of labeling, signs, picture schedules, dictations, children's names on their portfolios and cubbies, and word walls developed through the stories and experiences.

            The purpose of the assessment plan is designed to assist the children to develop book appreciation, print knowledge, vocabulary and retelling a story.  The observable learning outcomes for the unit will include the following:

·         By the end of the unit, the student will increase book knowledge and interest in books

·         By the end of the unit, the student will develop print awareness and concepts

·         By the end of the unit, the student will develop early reading skills and writing skills

·         By the end of the unit, the student will develop alphabet knowledge

The Taxonomy of educational objectives will be applied.  Once the children have grasped the learning outcomes, a more comprehensive set of objectives will be introduced, which will allow the students to form connections and scaffold from their already gained knowledge (Kubiszyn & Borich, 2010). 

            The assessment context will include daily observations and a checklist listing the learning outcomes.  For example, the student will develop print knowledge by identifying some letters and scaffold to identifying ten or more letters.  Anecdotal notes are a series of when, where, what and how questions the teacher uses to observe. If a teacher observes a child during play time (when) in the quiet area (where), reading a book through pictures (material) and using his or her finger to read right to left (what), then the teacher records the anecdotal note and collects samples.

Anecdotal Notes       

Domain:  increase book knowledge	Domain:  increase interest in books
Materials: When: Where: What: Quotes:	Materials: When: Where: What: Quotes:

Once the teacher observes the learning outcome through the observation, a check mark is placed under  Increase Book Knowledge and Interest in Books:  uses picture cues to tell what is happening in a story and  demonstrates basic book knowledge where the child is able to hold the book upright, turn pages, and  read the story left to right.

            According to the authors, Kubiszyn and Borich (2010), "Holistic scoring is used when the rater is more interested in estimating the overall quality of the performance and assigning a numerical value to that quality than assigning points for the addition or omission of a specific aspect of performance" (p. 198).  A Holistic rubric will help mark the child's development.  The rubric will list what the teacher intends to measure (learning outcome), and the scores from 1 to 3.The checklist will coincide with the rubric. 

Rubric

Language and Literacy Unit

Learning Outcome: Student will increase book knowledge

 

3                      Proficient                               Exceeds the required standard      

2                      Developing                             Meets required standard

1                      Beginning                               Falls short of the standard

            A variety of children's sample work, anecdotal and other sources will be used to score the child's learning outcomes.  Each learning outcome will receive one score and will represent the child's work as whole. The student's sample writing, observations, pictures with dictations, photos and other material will be maintained in the child's portfolio. 

            The testing constraint include time, reference material, other people, equipment, prior knowledge of the task and scoring criteria are some the most common problems in testing (Kubiszyn & Borich, 2010).  The use of anecdotal observations, sample work and dictations did not demonstrate a constraint because of the age level. With preschoolers, time was spent observing four children daily by both the teacher and teacher assistant.  The holistic rubric provides an idea of the child as at an individual level and can be compared with he rest of the class.  This will help create both an individual development plan and a classroom development plan. 

Reference

Kubiszyn, T. & Borich, G. (2010).  Educational testing & measurement: Classroom application

           and practice (9th ed.). Hoboken, NJ:  John Wiley & Sons, Inc.

Thought Process and Rationale Behind the Test Items

                                                                                                    

According to the authors, Kubiszyn & Borich (2010), "Testing and assessment are only a part of an assessment process that includes testing/assessments and the use of other measurement techniques (e.g., performance and portfolio assessments, rating scales, checklists, and observations) along with relevant background and contextual information in a critical, integrated way to make educational decision" (page 23).

Thought Process and Rationale Behind the Test Items

Assessments provide a sense of feedback about the effectiveness of the classroom teacher's specific instruction, material and content.  In the assessments used in the preschool classroom, screenings are first conducted within the first forty five days from enrollment to establish a baseline and to determine if the child would benefit from additional testing and intervention. Child observations and anecdotal notes are conducted as of the first day of school.

Classroom assessments in the preschool classroom provide a means of feedback about the effectiveness of the teacher's specific instruction. The assessments let the instructor know if changes to the curriculum, use of material or the way the subject was taught, requires adjustments. Assessments are also an opportunity to create lesson plans and instruction for the classroom.  

With a combination of curriculum, assessments and clear learning objectives, the teacher demonstrates the desired outcomes. The preschool assessments are a daily process where the preschool teacher collects information through daily observations and other assessment sources in order to support the individual preschooler's development.  The preschool skills and assessments are in place to prepare the child for school readiness.

 

The assessment information used in the preschool classroom includes the following:

·        ACUSCREEN baseline assessment during the first 45 days of school

·        daily observation/teacher-child and child-child interaction

·        recording of anecdotal notes, which include when, where, how and individualization support

·        parent input through family take home activities and lesson plan input

·        Child Accomplishment Record (checklist)

·        Sample of child's work

The baseline is a series of observations by the teacher to determine the child's prior knowledge.  It is used to develop individual learning opportunities and lesson planning.

Two children are observed daily by the teacher (2) and teacher assistant (2) throughout the daily routine. The anecdotal notes are recorded in the Galileo preschool system under each appropriate learning outcome.  The parent is involved in the lesson planning and provides feedback from the family take home activity.  A parent may observe her child performing a task that the classroom teacher has been unable to observe.  The Child Accomplishment Record is a checklist, which allows the teacher and parent to see the individual and class progress.

The sample of a child's work are visual documents to determine the child's progress from the start of school to the end of the school year. For example, a child attempts to scribble their name, but three months later, the child has already begun to demonstrate a first name with 90% accuracy.  This is a great way to provide physical means of development during a parent teacher conference or in the use of an Individual Education Plan (IEP).

The teacher maintains a portfolio, which includes parent teacher conferences, home visits, assessments, sample of child's work, baseline assessment, parent input, Individual Education Plan (IEP), anecdotal notes and other relevant documents.

The validity of the assessments are based on the appropriate performance being measured and associated with the school readiness outcomes.  Classroom teachers are required to have formal training in the use of preschool assessment tools and specialized training yearly.

 

 

References:

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice. Hoboken, NJ: John Wiley & Sons

 

 

 

Creating a Preschool Portfolio

A child's portfolio is an important tool for developing authentic assessment in the preschool classroom.  The portfolio is a way to show a child's work and progress throughout the school year.  There are a variety of ways a teacher can create a portfolio.  Each example should be dated and labeled.  Preschool teachers can us file folders, binders, small boxes and expandable files.  The following items can be included in the child's portfolio:

• photos of the child involved in classroom activities, field trips or family involvement events.
• artwork with a variety use of tools (markers, pencils, paint, crayons and finger paint.
• assessment summaries
• parent teacher conferences on child development
• anecdotal notes/observations
• Child Accomplishment Checklist
• favorite finger plays, songs or poems
• All about me worksheet
• dictations

Preschool Math Learning Outcomes

Preschool Math Skills:

Learning Outcomes - Week of 9/10/12-9/14/12

1.  Count and compare:  
     The student will use one-to-one correspondence 
     when counting objects (1 to 5) with 100% accuracy.

     Material:  small blocks, number cards

     Assessment:  
     Direct Observation, Anecdotal Notes, Child Accomplishment Record
     Checklist (concepts learned-teacher rating)

2.  Identifying numerals:  
     By the end of the two week lesson, the student  
     will identify numerals 0 to 5. 

     Parent Home Activity: parent will take home numerical number cards
     to work with the child identifying number 0-5.

     Material:  Magnetic plastic numbers, magnetic board, number cards 0-5

     Assessment:  Direct Observation, Anecdotal Notes, Child
     Accomplishment Record Checklist (concept learned-teacher rating, parent
     input.

3.  Sorting:  
     The student will count to find how many are in a group up to 5. The
     student will trace the dotted numbers 0-5 in order.

     Material:  Colored Legos, paper, crayons, number cards

     Assessment: Individual Activity Observation, Anecdotal Notes, Child
     Accomplishment Record Checklist (concept learned-teacher rating), work
     sample.


      Note:  Children transitioning into kindergarten will participate in the Florida
               Voluntary Prekindergarten Assessment pre, mid
               and post assessment to determine school readiness
               and developmental growth.  Teachers will incorporate the school  

               readiness goals into the High Scope Curriculum and Head Start 

               domains.