Assessment Plan

ASSESSMENT PLAN

 

Purpose: The purpose of this assessment plan is to ensure that the preschoolers have an understanding of the days of the week and to evaluate their knowledge by identifying all seven days of the week.

 

Learning Outcome: The students will be able to clearly demonstrate their knowledge of the days of the week with 100% accuracy.

 

Assessment Context: The students will be able to demonstrate their knowledge of the days of the week by identifying them on the bulletin board and reciting them verbally.

• Students will identify the days of the week from the bulletin board.
• Students will individually recite the days of the week to the teacher.

HOLISTIC RUBRIC

	3	2	1	0
Identify the Days of the Week	Could identify all of the days	Could identify half of the days	Could identify some of the days	No attempt
Recite the days of the Week	Could recite all of the days	Could recite half of the days	Could recite some of the days	No attempt

 

Testing Constraints:

The constraints that will be induced on this preschool lesson will be very valuable and typical. The students will learn beforehand what information is on the assessment during the course of lesson. The assessment will be within a 30 min time frame. Students will be allowed to ask for help from the teacher.



Reference 

Kubiszyn, T. & Borich, G. (2010). Educational Testing & Measurement: Classroom application and Practice (9th ed.). John Wiley & Sons, Inc. Hoboken, NJ

According to the authors, Kubiszyn & Borich (2010), “Testing and assessment are only a part of an assessment process that includes testing/assessments and the use of other measurement techniques (e.g., performance and portfolio assessments, rating scales, checklists, and observations) along with relevant background and contextual information in a critical, integrated way to make educational decision.”

                        Assessment is an continuing process that includes collecting, integrating and interpreting information about pupils, the classroom and their instruction. Testing is one form of assessment that, suitably applied, systematically measures skills such as literacy and numeracy. While it does not offer a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004)

Alternative or “authentic” forms of assessment can be traditionally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for judging development and evaluator training. Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction. The younger the child, the more challenging it is to obtain valid assessments. Early development is swift, periodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and the conditions of the assessment. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004)

The reason for my assessment plan is to ensure the students comprehend the material that is taught. There are many way that a student could be assessed. Informal methods offer another approach to assessment. They involve or evaluate children on tasks that are personally meaningful, take place in real life contexts, and are grounded in naturally occurring instructional activities. They offer various ways of evaluating students’ learning, as well as their motivation, achievement, and attitudes. This type of assessment should be consistent with the goals, curriculum, and instructional practices of the classroom or program with which it is associated. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004) 

You will want criteria for assessing each student. You can accomplish this by developing carefully articulated scoring systems, called rubrics. (Kubiszyn & Borich, 2010). Rubrics are the creative way to grade assignments, especially essay or response test questions. This gives the test more reasoning and breaks down responses so an audience could understand more clearly. Holistic scoring is used when the rater is more interested in estimating the overall quality of the performance and assigning a numerical value to that quality than assigning points for the addition or omission of a specific aspect of performance.

My rubric consists of points 0 to 3. The expectations were not set very high because the age appropriateness of the assignment would have been too difficult, so I limited the points to 3. The first section was to determine if the students could identify the seven days of the week. The second section was to determine if the students could recite the days of the week.

             In conclusion, child assessment is a vibrant and growing constituent of high-quality

 early childhood programs. Not only is it an essential tool in understanding and supporting young

children’s development, it is essential to document and evaluate program effectiveness. For

assessment to be commonly used though, it must utilize methods that are realistic, viable and sensible

with regards to demands on budgets, educators and children. Equally important, it must meet the

challenging demands of validity (accuracy and effectiveness) for young children. It is the balance

between efficiency and validity that requests the constant attention of policymakers — and an

approach grounded in a sound understanding of appropriate methodology. (DeBruin-Parecki, Epstein,

Robin & Schweinhart, 2004)

References

Kubiszyn, T. & Borich, G. (2010). Educational Testing & Measurement: Classroom application and Practice (9th ed.). John Wiley & Sons, Inc. Hoboken, NJ

DeBruin-Parecki, A., Epstein, A. S., Robin, K. B., & Schweinhart, L. J. (2004). Preschool assessment: A guide to developing a balanced approach. National Institute for Early Education Research, (7), Retrieved from http://nieer.org/resources/policybriefs/7.pdf