You have examined various assessments in past assignments, analyzed their strengths and weaknesses, and reported on their reliability and validity. Why is this so important to early childhood educators? What purpose is there to all this? Teaching is a cyclical process. It must involve the following:
Having a direction (a measurable objective or clear learning outcomes)
Creating an assessment (a clear, measureable objective tied to an appropriate assessment for the objective)
Analyzing data based on the results (Did you meet the objective? How do you know?)
Determining the next steps, next lesson, and next objective(s)
It is much like our original Einstein quote: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” If we use the wrong assessments, we will never be able to obtain the information we seek—the information that can mean a difference in a child’s life and learning.
To prepare:
Consider reviewing the MA Child Care Resources (n.d.), “Resource List of Common Assessment Tools,” found in the Learning Resources of Module 2.
Research and examine assessments for kindergarten-aged children or children aged 6–8 in the areas of readiness skills, emerging content knowledge, and intervention.
Review the Mental Measurements Yearbook and verify the information posted on validity and reliability or find a research article discussing the assessment.
8083 Module 3 Assignment 2:
Assessments for Readiness Skills, Emerging Content Knowledge, and Intervention
You have examined various assessments in past assignments, analyzed their strengths and weaknesses, and reported on their reliability and validity. Why is this so important to early childhood educators? What purpose is there to all this? Teaching is a cyclical process. It must involve the following:
· Having a direction (a measurable objective or clear learning outcomes)
· Creating an assessment (a clear, measureable objective tied to an appropriate assessment for the objective)
· Analyzing data based on the results (Did you meet the objective? How do you know?)
· Determining the next steps, next lesson, and next objective(s)
It is much like our original Einstein quote: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” If we use the wrong assessments, we will never be able to obtain the information we seek—the information that can mean a difference in a child’s life and learning.
To prepare:
· Consider reviewing the MA Child Care Resources (n.d.), “Resource List of Common Assessment Tools,” found in the Learning Resources of Module 2.
· Research and examine assessments for kindergarten-aged children or children aged 6–8 in the areas of readiness skills, emerging content knowledge, and intervention.
· Review the Mental Measurements Yearbook and verify the information posted on validity and reliability or find a research article discussing the assessment.
Assinment Task
Write a 3pg paper in which you do the following:
· List two assessments for each of the three areas indicated above (readiness, emerging content knowledge, intervention).
· Describe in-depth how the assessment is used.
· Provide an analysis that addresses the following:
· How do you know these assessments are DAP?
· In what ways could you modify the emerging content knowledge assessments for dual language learners and children with exceptionalities or children with identified disabilities or delays? Explain how you know these modifications are appropriate.
· Explain how data from these assessments could be used to promote development and guide teaching and learning.
· How could this information be shared and with whom should it be shared?
Note:
Cite your research and provide appropriate references in APA format to substantiate your thinking.
This Assignment should be 4–5 pages, not including title page or reference page. Include a minimum of five scholarly research articles.
Learning Resources
Required Readings
National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf
Matafwali, B., & Serpell, R. (2014). Design and validation of assessment tests for young children in Zambia. New Directions for Child & Adolescent Development 2014 (146
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