According To Kostelnik Et Al. 2015: Authentic Assessment Is

According To Kostelnik Et Al 2015 Authentic Assessment Is Characte

According to Kostelnik et al. (2015), authentic assessment is characterized by the collection of a variety of data across time, evaluations across all developmental domains, conducting assessments in natural learning contexts, involving familiar persons, being functional and curriculum embedded, discovering children’s best performances, and being useful for planning classroom instruction.

For this assignment, I have selected a learning outcome from the Kindergarten Science Content Standards regarding understanding basic needs of living things. The specific standard states that children will recognize that all living things need water, air, and food to survive. An activity that facilitates learning this concept involves a hands-on gardening project where children plant seeds, observe plant growth, and discuss the essential needs of plants and other living things.

To authentically assess mastery of this outcome, I would use a portfolio approach, collecting samples such as children's drawings of plants, their observational notes, and their participation in discussions. This assessment method aligns with Kostelnik et al.'s (2015) model as it captures varied data over time, occurs in a natural classroom setting, and involves familiar adults like teachers and family members.

This activity supports developmentally appropriate practices by engaging children in active, meaningful exploration and allowing them to connect prior knowledge with hands-on experiences. The gardening task respects children's developmental stages by providing sensory-rich learning opportunities suited for early learners, fostering curiosity, responsibility, and environmental awareness.

The assessment supports developmentally appropriate practices by allowing children to demonstrate understanding through multiple modalities—drawing, talking, and demonstrating care for plants—respecting diverse learning styles. It provides clear evidence of mastery through observed behaviors, such as children correctly identifying the needs of plants and explaining why they are essential.

To scaffold learning, I will initially model the planting and care procedures, provide visual aids and vocabulary support, and facilitate peer discussions to enhance understanding. As children become more confident, I will encourage independent exploration and question-driven learning, gradually reducing adult prompts to foster autonomy.

The information gathered from the authentic assessment will inform future planning by identifying students who have grasped the basic needs of living things and those who may need additional support. For example, children who show difficulty in explaining or demonstrating understanding might benefit from targeted mini-lessons, additional hands-on activities, or peer tutoring to reinforce concepts.

Beginning with the end in mind, I set the goal that children will understand that all living things require water, air, and food for survival. I observe their behaviors through activities like planting, caring for plants, and discussing living things. An assessment rubric includes criteria such as identifying needs correctly, participating actively, and demonstrating understanding during discussions.

Overall, integrating authentic assessment strategies like portfolios within developmentally appropriate instructional practices ensures that assessment is meaningful, comprehensive, and supportive of each child's learning process, laying a foundation for ongoing inquiry and discovery in early childhood education.

References

• Kostelnik, M. J., Whiren, A. P., Soderman, A. K., & Gregory, K. (2015). Developmentally appropriate curriculum: Best practices in early childhood education. Pearson.
• Gronlund, E. (2003). Authentic assessment: A necessary component of early childhood education. Early Childhood Education Journal, 31(4), 213-220.
• Norton, P. (2015). Child-guided assessment: Authentic tools for early childhood classrooms. Young Children, 70(2), 32-39.
• Reschly, D. J., & Stout, B. (2013). A review of authentic assessment practices in early childhood education. Journal of Early Childhood Research, 11(4), 370-384.
• Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning. John Wiley & Sons.
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
• McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.