Assessment is one of your most important tools in the learning environment. Assessments guide instruction, help educators communicate milestones to families and the community, identify specific learning needs, and allow us to evaluate our teaching practices. In this Discussion, you will examine assessments and modify them for specific groups of students. You will provide a rationale for these changes and examine your peers’ suggestions for modification and serve as a critical friend by examining and suggesting changes.
Educational terminology at its best can express clearly what good educators can do and should do. Educational terminology at its worst is confusing and subject to misinterpretation. One point of confusion in assessment practice has been the difference between accommodation and modification. As a part of this Discussion, you will explain the differences between accommodations and modifications in the early childhood learning environment and the purpose of each.
To prepare:
Review the NBPTS Early Childhood Generalist Standards and the Matafwali and Serpell (2014); Ntuli, Nyarambi, and Traore (2014); Petre (2014); and Guss et al. (2013) articles.
Examine assessments for kindergarten-aged children or children aged 6–8 (primary).
Then, choose a group different from the one you selected in Module 2.
Research and list four different assessments that could be used (one for each: formative, summative, informal and formal) and what these are used for (cognitive, emotional, linguistic, physical, and/or social development, emerging content knowledge, intervention, other).
Review the Mental Measurements Yearbook and verify the information posted on use and validity and reliability or find research discussing this assessment’s use.
Analyze the strengths and weaknesses of each assessment, the validity and reliability of the formal instrument, and the data collected from these assessments
8083 Module 3 Discussion: Assessing for Development, Emerging Knowledge, Intervention, and Modifying Based on the Needs of Students
Assessment is one of your most important tools in the learning environment. Assessments guide instruction, help educators communicate milestones to families and the community, identify specific learning needs, and allow us to evaluate our teaching practices. In this Discussion, you will examine assessments and modify them for specific groups of students. You will provide a rationale for these changes and examine your peers’ suggestions for modification and serve as a critical friend by examining and suggesting changes.
Educational terminology at its best can express clearly what good educators can do and should do. Educational terminology at its worst is confusing and subject to misinterpretation. One point of confusion in assessment practice has been the difference between accommodation and modification. As a part of this Discussion, you will explain the differences between accommodations and modifications in the early childhood learning environment and the purpose of each.
To prepare:
· Review the NBPTS Early Childhood Generalist Standards and the Matafwali and Serpell (2014); Ntuli, Nyarambi, and Traore (2014); Petre (2014); and Guss et al. (2013) articles.
· Examine assessments for kindergarten-aged children or children aged 6–8 (primary).
· Then, choose a group different from the one you selected in Module 2.
· Research and list four different assessments that could be used (one for each: formative, summative, informal and formal) and what these are used for (cognitive, emotional, linguistic, physical, and/or social development, emerging content knowledge, intervention, other).
· Review the Mental Measurements Yearbook and verify the information posted on use and validity and reliability or find research discussing this assessment’s use.
· Analyze the strengths and weaknesses of each assessment, the validity and reliability of the formal instrument, and the data collected from these assessments
The work completed as part of the “to prepare” for this Discussion will be required for your Learning Outcomes Project for this program. It should be written up in the same manner as the initial post for Week 3 Discussion.
Assignment Task Part 1
Post a brief description of the following in 2 pages:
· What these individual assessments are used for (cognitive, emotional, linguistic, physical, and/or social development, intervention, other emerging content knowledge)
· The strengths and weaknesses of each assessment
Then, discuss:
· The validity and reliability of the formal instrument
· The data collected from these assessments
Finally, explain:
· How this information could be used to promote development, as well as guide teaching and learning
· How this information could be shared
· Why and how families could be a part of the assessment process
· How you know these assessments are DAP
· The differences betwee
5
Assignment Task Part 2
Read a selection of your colleagues’ postings. Respond to two of your colleagues whose posts are different from yours in the following ways below of 125 words each:
· Selection of a different formal assessment: Review the Mental Measurements Yearbook (available through the Walden Library) and verify the information posted on use, validity and reliability OR find a research article discussing this assessment. Analyze your colleague’s response. Explain why you agree or disagree with the information in the post, adding information from your selected source. Add information your colleagues need to know about this assessment.
Selection of a different formative or informal assessment for modification. Respond by discussing why or why not the assessment is developmentally appropriate using NAEYC standards
7 days ago
Katheryn Gonzales
RE: Discussion – Module 3
COLLAPSE
Top of Form
Age Group: K
What are Assessments Used For:
The National Board for Professional Teaching Standards (NBPTS) states that teachers use assessments for a purpose. Those purposes are articulated to parents and families as objectives and goals for children to obtain. Assessments can be formative, summative, informal, and formal. Professional teachers should also develop a comprehensive picture of the whole child, including the cognitive, social, physical, and language domains (NBPTS, 2012). At times, teachers may need to provide accommodations, which is when the student is taught the same material but in a different way. Or, other times, a teacher may need to make modifications for a student; this is when a teacher changes what a student is taught or expected to learn (Differences Between Accommodations and Modifications, n.d.).
Running records are a formative assessment that teachers use to observe students’ reading behaviors. This assessment is meant to be given often to observe students’ cognitive thinking while reading and assess a student’s language (Briceno & Klien, 2019). Teachers take notes while a student is reading and then analyze the data to determine the next steps and strategies to be taught during a guided reading lesson (Stegman, 2015). Running records are quick formative assessments teachers can take informally to help guide instruction. This assessment can be used to share with families the students reading level and how parents and families can support their children when they read at home.
Running records can be accommodated to meet the needs of dual language learners. For example, teachers can offer sufficient processing time as children read. Teachers can modify running records by not counting miscues like leaving off word endings or counting errors for words that are mispronounced due to language differences. Dual language learners will have background knowledge from their native language that needs to be accounted for (Wida, 2013).
The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a performance-b
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