You have examined various assessments in past assignments, analyzed their strengths and weaknesses, and reported on their reliab

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), 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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