Assessment
In today's schools, the word "assessment" quickly brings to mind the Virginia Standards of Learning. While the SOLs are important, I believe that in order to truly assess the ability of students, we must use multiple forms of assessment that provide a clearer picture of the whole child. Please read below about both formal and informal assessment in my classroom.
Formal Assessment
Children in my class will be required to complete a formal assessment, or written test, at the end of each of unit. This will help to prepare children for the standardized tests that they will be taking in their later elementary years by increasing their familiarity with written tests and test question formatting. Formal assessment is not necessarily the most accurate way to gauge if a class is meeting their learning objectives; however, test-taking is an essential skill in today's public schools.
Informal Assessment
Throughout the school year, I assess my students in several different ways. First, I will be taking anecdotal records on a regular basis. "Anecdotal recording" is writing a factual narrative of an incident (Nilsen). I may choose to use this type of informal assessment as children begin working on a group project, or during free-play. My anecdotal records will focus specifically on what the children say and do; the date, time and context of the notes are included in the record. This form of assessment is a great way of gathering unfiltered data and providing a window into the mental processes of my students.
Another type of informal assessment that I use throughout the year is "observational data." This type of data is typically collected using a chart and occurs during a hands-on lesson or activity. As the students work, I carefully observe who is able to meet the learning objectives easily, with some assistance, or not at all. This data is collected quickly using check-marks on a chart, with room for additional notes. This type of informal assessment helps me to evaluate the effectiveness of my individual lessons and also gives me a quick read on where each student is succeeding and/or struggling. The National Association for the Education of Young Children (NAEYC) tells us that developmentally appropriate practice involves using assessment results to discover and emphasize the best ways of promoting children's success in specific content areas.
The third and most extensive type of informal assessment that I use in my classroom is portfolio assessment. Each child in my class will have their own file folder and throughout the year, we collect samples of the student's work in all subject areas. I also will include my anecdotal records and observations of each child in their portfolio. While this may mean that not as much student work is coming home throughout the school year, I believe it is well worth the end result. At the end of the year, I help students organize their portfolios as we review them together. I love seeing the progress each child has made and the sense of accomplishment they feel once they see how much they have grown academically. Sharing portfolios with parents, family and friends is a great way for students to build their self esteem.
Another type of informal assessment that I use throughout the year is "observational data." This type of data is typically collected using a chart and occurs during a hands-on lesson or activity. As the students work, I carefully observe who is able to meet the learning objectives easily, with some assistance, or not at all. This data is collected quickly using check-marks on a chart, with room for additional notes. This type of informal assessment helps me to evaluate the effectiveness of my individual lessons and also gives me a quick read on where each student is succeeding and/or struggling. The National Association for the Education of Young Children (NAEYC) tells us that developmentally appropriate practice involves using assessment results to discover and emphasize the best ways of promoting children's success in specific content areas.
The third and most extensive type of informal assessment that I use in my classroom is portfolio assessment. Each child in my class will have their own file folder and throughout the year, we collect samples of the student's work in all subject areas. I also will include my anecdotal records and observations of each child in their portfolio. While this may mean that not as much student work is coming home throughout the school year, I believe it is well worth the end result. At the end of the year, I help students organize their portfolios as we review them together. I love seeing the progress each child has made and the sense of accomplishment they feel once they see how much they have grown academically. Sharing portfolios with parents, family and friends is a great way for students to build their self esteem.
Check out these sources for more information on assessment and child development:
NAEYC's Developmentally Appropriate Practice in Early Childhood Programs by Carol Copple and Sue Bredekamp (editors)
Week by Week: Plans for Documenting Children's Development by Barbara Ann Nilsen
"Look What I Did!" Why Portfolio-Based Assessment Works by Dr. Priscilla D. Huffman
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=495
Week by Week: Plans for Documenting Children's Development by Barbara Ann Nilsen
"Look What I Did!" Why Portfolio-Based Assessment Works by Dr. Priscilla D. Huffman
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=495