Assessment is one of your most important tools in the learning environment. Assessments guide instruction, help educators commu

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 between accommodations and modifications. List ways you could modify these assessments for dual language learners and children with exceptionalities or children with identified disabilities or delays (one modification per assessment, using each group a minimum of one time). Explain how you know these modifications are appropriate.

Note: Cite your research and provide appropriate references in APA format to substantiate your thinking .

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.

Note: Cite your research and provide appropriate references in APA format to substantiate your thinking.

The initial post for this Discussion will be part of your Learning Outcomes Project for this program. At the end of the module, examine the responses to your posts. Edit your initial post as needed based on peer feedback and keep as a Word document for the Final Paper/Learning Outcomes Project.

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), 77-96.

Ntuli, E., Nyarambi, A., & Traore, M. (2014). Assessment in early childhood education: Threats and challenges to effective assessment of immigrant children. Journal of Research in Special Education Needs, 14(4), 221-228.

Petre, A. (2014). Stimulating learning motivation of early education and primary students through alternative methods of assessment. Journal Plus Education/Educatia Plus 10(2), 303-312.

Guss, S. S., Horm, D. M., Lang, E., Krehbiel, S. M., Petty, J. A., Austin, K., et al (2013). Using classroom assessments to inform teacher decisions. Young Children, 68(3), 16-20.

Review the Mental Measurements Yearbook (available through the Walden Library) and verify the information posted on use and validity and reliability OR find research discussing the assessments in this Module’s discussion.

Note:  Review the Mental Measurements Yearbook database for this Assignment.

Required Media

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from https://www.youtube.com/watch?v=t1Xtr3RKjGc

Early childhood teachers observe children throughout the day for a variety of purposes. In e-clip #5, Dr. Sudha Swaminathan discusses various types of observations in the early childhood classroom and how to plan observations to get the most useful results.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013d, February 1). Supporting thinking in infants and toddler through active music and play experiences [Video file]. Retrieved from https://www.youtube.com/watch?v=WtCoQ8GTE5A

While most adults know that movement supports physical development, it is less well-known that it also supports cognitive development. Infants quickly learn that banging, squeezing, or shaking a toy can produce interesting results. One way to support young children’s early learning is to provide materials they can move to make things happen.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013c, February 1). Supporting physical development in infants and toddlers [Video file]. Retrieved from https://www.youtube.com/watch?v=3_1Dbg2555A

The first three years of life are characterized by dramatic changes in children’s physical abilities. Adults can support young children's physical development by moving with infants and allowing them plenty of time to freely move on their own, by providing toddlers with opportunities to practice walking and running on different surfaces, and by challenging toddlers to move in a variety of ways.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013a, February 1). Incorporating motor play in the preschool classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=NeWX6HOBzyI

Active play promotes children’s learning.Adults can integrate movement into daily routines and planned activities to help introduce new concepts and enhance learning outcomes. This video provides examples of ways that adults can incorporate motor play in the classroom to increase engagement.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013b, February 1). Nurturing preschool children’s emotional health through active play [Video file]. Retrieved from https://www.youtube.com/watch?v=CKUfraBmjy8

Research shows that active play is very important for children’s social and emotional development. During active play, children form relationships with their peers, gain confidence in their abilities, learn to express emotions, and develop the “mastery motivation” that will provide them with the internal desire to master new skills.

Leigh Quintana Videos. (2010, October 16). Caul plays with a puzzle – Footage for play-based assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=FCqN3-8_2_w

This video from CDE's Results Matter, authentic assessment training series, is intended to provide footage to help develop authentic, play-based assessment skills.

Cosgrove, J. (2010, November 29). Hand in hand strategies to support play-based learning [Video file]. Retrieved from https://www.youtube.com/watch?v=eIibN10XQwU

US-made introduction to series. Excellent explanation of the importance and value of play in developmental terms.

Amdsbprogram. (2012, October 15). Play based learning [Video file]. Retrieved from https://www.youtube.com/watch?v=7HYNdCK828Y

This video demonstrates the importance of entering into children's play and extending their learning through thoughtful, open ended questioning. SHOW MORE

Recommended Resources

Note:  The following recommended resources are not required to complete the assignments in this course. However, they are very valuable resources to the early childhood field despite their publication date.

Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children (NAEYC).

· Read pp. 257–333.

Grisham-Brown, J., Hallam, R., & Brookshire, R. (2006). Using authentic assessment to evidence children’s progress toward early learning standards. Early Childhood Education Journal, 34(1), 45–51.

Protheroe, N. (2001). Improving teaching and learning with data-based decisions: Asking the right questions and acting on the answers. Retrieved from http://www.rogersschools.net/common/pages/DisplayFile.aspx?itemId=3497164

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