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    Module 2-Ece09

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    Jalthia Miranda
    This document discusses how young children are assessed in early childhood education. It explains that assessment is an ongoing process to identify what children know and can do. Teachers use various tools like observation, checklists, and interviews at the beginning, middle, and end of the year to track each child's development and progress. Formative and summative assessments are used throughout the year to monitor learning and mastery of skills. At reporting periods, teachers evaluate children's accomplishments and plan for future learning. When assessing young children, teachers must be sensitive to their short attention spans and use efficient assessment methods.

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    Module 2-Ece09

    Uploaded by

    Jalthia Miranda
    63 views2 pages
    This document discusses how young children are assessed in early childhood education. It explains that assessment is an ongoing process to identify what children know and can do. Teachers use various tools like observation, checklists, and interviews at the beginning, middle, and end of the year to track each child's development and progress. Formative and summative assessments are used throughout the year to monitor learning and mastery of skills. At reporting periods, teachers evaluate children's accomplishments and plan for future learning. When assessing young children, teachers must be sensitive to their short attention spans and use efficient assessment methods.

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    MODULE 2-ECE09

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    This document discusses how young children are assessed in early childhood education. It explains that assessment is an ongoing process to identify what children know and can do. Teachers use various tools like observation, checklists, and interviews at the beginning, middle, and end of the year to track each child's development and progress. Formative and summative assessments are used throughout the year to monitor learning and mastery of skills. At reporting periods, teachers evaluate children's accomplishments and plan for future learning. When assessing young children, teachers must be sensitive to their short attention spans and use efficient assessment methods.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views2 pages

    Module 2-Ece09

    Uploaded by

    Jalthia Miranda
    This document discusses how young children are assessed in early childhood education. It explains that assessment is an ongoing process to identify what children know and can do. Teachers use various tools like observation, checklists, and interviews at the beginning, middle, and end of the year to track each child's development and progress. Formative and summative assessments are used throughout the year to monitor learning and mastery of skills. At reporting periods, teachers evaluate children's accomplishments and plan for future learning. When assessing young children, teachers must be sensitive to their short attention spans and use efficient assessment methods.

    Copyright:

    © All Rights Reserved
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    of 2

    B.E.S.T. COLLEGE OF POLOMOLOK, INC.

    Valencia Site, Polomolok, South Cotabato


    Tel No. (083) 500-2258

    BACHELOR IN EARLY CHILDHOOD EDUCATION

    MODULE 2
    How Young Children are Assessed

    Introduction

    Assessment is an on-going process of identifying, gathering, organizing and interpreting quantitative and
    qualitative information about what learners know and can do. Learners are assessed in the classroom through
    various processes and measures appropriate to and congruent with the learning competencies defined in the
    curriculum. Learners may be assessed individually or collaboratively. The teachers are responsible for keeping
    all evidence of children's learning through recording, documenting and reporting the individual child's progress.

    Process of Assessment
    Beginning of the Year

    Every beginning of the year, the role of the teacher is to identify about individual differences and determine
    each child's current developmental level. Each child is unique and so develops at his/her own pace. Each domain
    of development develops differently within and between children. Development occurs differently in every child,
    some may lag for a period of time and some are advanced. Teacher uses different tools in assessing the child
    may it be observation, checklist and face-to-face interview with the child and parents to determine each child's
    present status. This initial assessment provides the teacher information on when to start and how to start in
    planning learning experiences and appropriate activities. This is done prior to the planning of the lesson based
    on the individual needs of the child. Formative assessment helps teacher in making instructional decisions.

    Ongoing Assessment

    Ongoing assessment is conducted almost continuously throughout the year. In the daily learning experience of
    the child in the big/small group activities, the teacher notes down important progress and even difficulties. She
    uses anecdotal record or journal or some other type of record keeping system to write important information
    about the child for future intervention or planning.

    The process of ongoing evaluation that can be used are formative assessment and summative assessment.
    Formative assessments are strategies where the teacher monitors a child's progress in the mastery of
    information or skills during a series of learning activities. On the other hand, summative assessment is used at
    the end of a term to evaluate mastery of the child.

    Formative assessment conducted during the lesson proper informs the teacher of the progress of the students
    in relation to the development of the learning competencies. It also helps the teacher to determine whether
    instructional strategies are effective. The results of the formative assessment given at this time may be compared
    with the results of formative assessment given before the lesson to establish if conceptual understanding and

    MODULE 2 – ECE09 1
    application have improved. On this basis, the teacher can make decisions on whether to review, teach again,
    do remedial or enrich the lesson and then proceed to the next lesson.

    End of Reporting Periods

    Generally, at the end of one quarter, teachers are asked to evaluate a child's progress and accomplishment of
    the competencies. During this time, the teacher records the child's progress for the period of time if the child
    is learning the lessons discussed, as well as plans for the child in the next reporting period. Because some type
    of reporting, either oral or written, is made to parents at the end of the reporting period, the teacher includes
    the documentation of the child's work or the written summary of progress report. In addition to observing the
    child, the teacher uses specific tasks to document acquisition of a concept or a skill. The teacher interviews the
    individual child to determine how he perceives and uses information introduced in classroom activities.

    End of the School Year

    The most complete assessment and reporting of the progress of the child happen at the end of the school year.
    During this time, the teacher needs to summarize the performance of the child on how he progresses for all the
    learning activities and competencies. A variety of assessment strategies are used to identify the progress,
    including the teacher designed tests in different content areas, standardized achievement test, student self-
    evaluation and a written narrative of the students' accomplishments or recommendations.

    Working with Young Children


    In conducting assessments, teachers need to be sensitive to the special requirements of working with young
    children. These children have short attention span and are easily distracted. So the one who administers the
    assessment and other strategies will benefit from the following guidelines:

    1. Before the child arrives, have all the materials ready before the assessment period and review important
    procedures for administering the assessment.
    2. Be sure that the child is familiar with the environment when conducting an assessment. At the same
    time, the teacher who administers the assessment should also be familiar with the child. If it is possible
    the child should be given more time to familiarize himself the environment and he should be given
    ample time to adjust to the school setting.
    3. Before the assessment starts, develop rapport with the child.
    4. Be sensitive to signs of fatigue or behaviors that indicate that the child is no longer responding to
    assessment tasks.
    5. Use assessment time efficiently. The child should not be hurried, but assessment tasks should be
    administered with little lag in time while the child is alert and attentive.

    As we are involved in every child's development and progress in the classroom, we need to consider the how's
    of assessment methods. With the many concerns and issues about assessing young children, assessment should
    focus on meeting the child's developmental and learning needs. There are many assessment strategies available
    that we need to consider, but make sure that we understand the purposes, strengths and limitations of each
    type. The assessments used to report progress should be meaningful to parents who also need to understand
    the child's progress and learning needs.

    MODULE 2 – ECE09 2

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