Chapter 6

Observing and Assessing Young Children

 Observing and Assessing Young Child

Assessment is viewed as an important component of the

educational process. Teachers collect information on the
children they teach and the programs in which they teach, in
order to make important educational decisions, and to
communicate information to families and early childhood
education stakeholders. This chapter reviews the ways
assessment and observation are used in early learning
environments. Upon completion of the chapter, you will be able
to explain how assessment of children and programs impact
early childhood education programs.
 Understanding Assessment

Assessment is the process of collecting information or data on

childrens development and learning. Assessment involves:
Using the
Determining the
information for
significance of
individual and
that
program
information
planning

Communicating
Collecting data finding to
and information families and
on children other
Assessment stakeholders
 Purposes of Assessment

Assessment serves the following purposes

Assessment provides data and information for individual and group

instructional planning;

Assessment provides data and information that is used to

communicate with families about their children;

Assessment allows teachers and others to identify children in need of

special services or intervention;

Assessment provides information to inform program development.

See Figure 6.1 for more detail on the purposes of assessment.

General Principles of Assessment
 Communicating with Parents

When communicating assessment information to families,

remember to:
be honest and realistic about the
information being communicated;

Avoid jargoncommunicate with

parents in language they
understand;

share ideas, information, and resources

that will help parents help their children learn.
 Observation

Observation is the systematic and intentional act of watching

childrens behavior in a particular setting or situation.
Observation is used to:
determine childrens cognitive, linguistic, social, emotional, and
physical development;
identify children's interests and learning styles;
plan for activities;
meet the needs of individual children;
determine children's progress;
provide information to parents;
provide professional insights.
 Observation

Using observation as a tool for gathering data has the following advantages:

Information
Observation is Teachers can
can be
learn about
gathered that ideal for
childrens pro-
cannot be learning about social behavior
gathered using children in play and peer
other means settings interaction

Teachers can Teachers can Teachers have

learn what learn about concrete
children are childrens information to
capable of performance share with
developmentally over time parents
 Types of Assessment
Authentic Assessment

Authentic or performance assessment is the evaluation of childrens

actual learning instructional situations.

It is based It is Teachers learn It allows for

on childrens curriculum- about the ongoing
actual work based whole child assessment

Many different
It assesses
tools can be Children & Assessment is
what
used parents are part of the
individual
to assess involved learning process
children can do
children
 Types of Assessment
Traditional Assessment
Traditional assessment refers to standardized or teacher-
made test where there is usually one correct answer to specific
test items.

(See Figure 6.4 for differences between traditional and authentic assessment.)
Formal and Informal Assessment

Normally uses traditional tests that have set

instructions for administration of the test. Childrens
performance is normally compared to that of other
children.

Procedures are used to make judgments about

children's learning, behavior, and development that do
not include standardized tests.
 Formal Assessment
Screening is an example of formal assessment.

Screening identifies physical,

social, linguistic, or cognitive
needs of a child.

Screening provides information

for:
initial instruction
agency referral
the need for further testing
 Informal Assessments

Informal Assessments:
oChecklists tool for observing and collecting information of a wide range of
childrens behaviors.
oPortfolios-compilation of samples of childrens work, artifacts, and teacher
observations.
oAnecdotal records written description of childrens behavior.
oRunning records-detailed narrative of a childs behavior over time.
oTime sampling recording of events or behaviors over continuous time
intervals.
oEvent Sampling- recording of behavior observed during a particular event.
oRating scales- numeric scales that contain a list of descriptors for behavior.
oInterviews- process of engaging children in conversation in order to collect
information.
 Appropriate Assessment

Appropriate assessment reflects the following:

Developmentally appropriate
Culturally and linguistically appropriate
Tied to children s daily activities
Includes families
Connected to clearly identified and specific purposes.

(See pgs. 164- 166 for indicators of effective assessment)

 Assessment for Accountability

The use of standardized test to measure of accountability has increased.

The general public, along with parents believe assessment is a means for
making schools and teachers accountable for teaching children.

Assessment also plays a critical role in educational reform.

High-stakes testing takes place when assessments are used to make

important and life-influencing decisions.

Early childhood professionals are opposed to high-stakes testing because

young children develop too rapidly to make important decisions based on
performance of a single test.
 Whats next
After reviewing this presentation and reading Chapter 6, Observing and
Assessing Young Children, check your understanding of the terms and
concepts listed below. You will then be ready to complete the Chapter
6quiz.

Meaning of assessment Authentic/performance

Purposes of assessment
Principles of assessment
Parents and assessment
Meaning of observation
Uses of observation
Advantages of observation as an
assessment strategy
assessment
Traditional assessment
Formal and informal assessment
Examples of informal and formal
assessments
Assessment and accountability
High-stakes testing