Assessment Planning Table: Provide Specific Examples And Ide

Assessment Planning Tableprovide Specific Examples Andor Ideas For Ho

Provide specific examples and/or ideas for how you will meet each of the Guidelines for Working with Young Children in an Assessment Setting (Wortham, pg. 47).

Guidelines for Working with Young Children in an Assessment Setting

As a teacher/caregiver, I will meet this guideline by:

1. Contact the home for parental permission to conduct the assessment.
2. Have all materials ready before the assessment session and review procedures for administering the assessment before the child arrives.
3. If possible, ensure that the child is familiar with the environment when conducting an assessment. For very young children, the session might need to be conducted in their homes. For children entering a group setting, results will be more accurate if the child has had time to adjust to the school environment. The test administrator should also be familiar to the child.
4. Before beginning, develop rapport with the child by engaging in conversation or introducing a toy to create a comfortable atmosphere. Once the child appears relaxed, the assessment tasks can begin.
5. Be attentive to signs of fatigue or behaviors indicating the child is no longer responding effectively. Take a short break or remind the child how to respond before resuming the assessment.
6. Use assessment time efficiently. While the child should not be hurried, tasks should be administered with minimal delay to maintain the child's alertness and attention.
7. Consider adaptations needed for children with disabilities. Be knowledgeable about how tasks might be modified within standardized testing requirements. If alternative procedures are permissible, allow the child to respond differently, ensuring that the core intent of the task remains unchanged without altering the response type that is considered correct.

Paper For Above instruction

Assessment of young children requires careful planning and execution to ensure that the process is both fair and effective. Ethical considerations such as obtaining parental permission and ensuring the child's comfort are fundamental. In my approach, I would begin by securing parental consent through clear communication and documentation, respecting the family's rights and privacy. Prior to the assessment, I would ensure that all necessary materials, such as test prompts and scoring sheets, are prepared and reviewed, minimizing any delays or confusion during the session.

Environment familiarity is crucial for accurate assessment outcomes. When working with very young children or those new to a setting, I would prioritize familiarization. For instance, conducting assessments in the child's home or in a setting that mimics their daily environment allows the child to feel more secure. Additionally, if possible, I would introduce myself and the assessment process beforehand, fostering a sense of trust and reducing anxiety. Building rapport through casual conversation, playing with a familiar toy, or engaging in light activities can prepare the child for the session, making the experience more natural and less intimidating.

During the assessment, it’s essential to remain vigilant for signs of fatigue or disinterest. Children have limited attention spans, and overexertion can lead to unreliable results. If signs of tiredness appear, I would offer a brief break, perhaps involving a playful activity, before resuming. Ensuring comfort and attentiveness helps maintain the child's engagement and provides more valid data. Time management is equally important; assessments should be conducted efficiently but without rushing. This approach respects the child's focus while avoiding unnecessary prolongation of the session.

Furthermore, adapting assessment strategies for children with disabilities is necessary to promote equity. For example, for children with motor impairments, oral responses might substitute written responses. For children with speech or language delays, alternative communication methods like picture exchanges or sign language can be incorporated, provided they align with the assessment's core objectives. It is vital that any adaptations preserve the integrity of the assessment, ensuring that the child's responses accurately reflect their abilities without unintentionally altering the test's intent or scoring criteria.

Overall, a comprehensive assessment plan involves preparation, environment familiarization, rapport-building, attentive observation, and adaptation. These strategies ensure that assessments are conducted ethically, accurately, and inclusively, providing meaningful insights into each child's developmental progress.

References

• Wortham, S. (2019). Early childhood assessment: Principles and practices. Pearson.
• Bernstein, L. (2011). Foundations of early childhood education: Teaching children in a diverse society. Cengage Learning.
• Pearson, E. (2013). Conducting developmental assessments in early childhood. Journal of Educational Measurement, 50(3), 312-329.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Wakefield, D. (2015). Inclusive assessment practices for children with disabilities. Journal of Special Education Leadership, 28(2), 73-81.
• Sandall, S., Altomare, C., & Cherish, T. (2014). Assessment practices for young children with developmental delays. Young Children, 69(4), 14-19.
• The Council for Exceptional Children (CEC). (2019). Standards for evidence-based practices in special education. CEC.
• National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.
• Statham, D., & Muir, T. (2018). Building rapport with young children during assessment. Early Childhood Education Journal, 46(2), 213-220.