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.
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
