This week Mrs. Ashland has been asked to be a part of a shared decision-making opportunity in an effort to adopt a center wide informal assessment tool that is developmentally appropriate for preschool children. Use this information to help develop your assignment
Read the 3 headings and scenarios which present various current controversies in early education. Choose one of the arguments and then choose a side of the argument to defend using your content knowledge, knowledge of developmentally appropriate assessment practices presented in Chapter 5, critical thinking and personal philosophy.
Heading 1: Are Formal Standardized Tests acceptable to use in preschool?
Heading 2: Do you think teachers are adequately prepared to use assessment data to make instructional decisions?
Heading 3: Should there be a form of on-going informal assessment at the infant/toddler levels?
MUST BE atleast 300 words in APA format.
Required Resources
Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone. San Diego, CA: Bridgepoint Education, Inc.
Chapter 5: Assessment and Evaluation: The Background
Pretti-Frontczak, K., Carta, J. J., Dropkin, E., Fox, L., Grisham-Brown, J., Pope Edwards, C., & Sandall, S. (2013, February 7). Frameworks for response to intervention in early childhood: Description and implications. Retrieved from http://www.naeyc.org/files/naeyc/RTI%20in%20Early%20Childhood_0.pdf
Heald, S. & Zaur, J. (2013). ECE 430: Week 4 case study: Assessment/resources. Ashford University, College of Education, San Diego, CA.
In Case Study 4, Mrs. Ashland reflects on the day. As a result of her reflection, we see examples of the role of collaborative support of children including family partnerships, administrative support, community resource use and assessment shared decision making.
Recommended Resources
Snow, K. (2011). Developing kindergarten readiness and other large-scale assessment systems. NAEYC Center for Applied Research. Retrieved from http://www.naeyc.org/files/naeyc/file/research/Assessment_Systems.pdf
This report discusses specific considerations that take into account opportunities and serious cautions in the appropriate use of kindergarten readiness assessments.
Candice Broom. (2011, June 3). Deacon’s PYP IB Portfolio for EY3 [Video File]. Retrieved from http://www.youtube.com/watch?v=KiTea-LUD_Y
This is an example of an ePortfolio created by an early childhood classroom teacher to showcase a 3 year olds learning.
The Iris Center. (2012). Classroom assessment (Part 1): An introduction to monitoring academic achievement in the classroom. Retrieved from http://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm
This module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students.
The Iris Center. (2012). Classroom assessment (Part 2): Evaluating reading progress. Retrieved from http://iris.peabody.vanderbilt.edu/rpm/chalcycle.htm
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive.
Pre-K Student Portfolios (http://www.prekinders.com/student-portfolios)
This website offers templates and tools for use in the pre-k classroom.
Jing (http://www.techsmith.com/jing.html)
Jing gives you the basic tools to start sharing images and short videos of f your computer screen.
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