Build Your Team's Assessment Toolbox By Gathering Assessment

Build your team's assessment toolbox by gathering assessments from

Complete the following as a team: build your team's assessment toolbox by gathering assessments from each of the categories listed. Include at least one assessment for each of the three early childhood age levels—infant and toddler, preschool, and primary grades (K-3)—for each of the following categories: a family survey; a tool used to communicate an individual child's activity for a given day to the family; a tool or method used for home-to-school communication allowing parent participation; a tool used to gather information over a specified period; a tool used to gather information in a short span; a narrative or anecdotal record; a rating scale or rubric used by a teacher. Include at least one pre-assessment and one summative assessment tool. Create a 5- to 10-slide PowerPoint presentation providing an overview of your assessment toolbox.

Paper For Above instruction

Assessment tools are integral components of early childhood education, serving to inform instruction, support individual needs, and foster family-provider partnerships. Developing a comprehensive assessment toolbox across different age groups and assessment categories is essential for capturing a holistic view of children's development, learning progress, and family involvement. This paper details a team-constructed assessment toolbox, including diverse assessment types aligned with three early childhood age levels—infants and toddlers, preschoolers, and primary grades (K-3). The toolbox includes tools for family surveys, daily activity communication, home-to-school interactions, period-based assessment, quick assessments, narrative records, rating scales, pre- and summative assessments, all tailored to support meaningful educational planning and parent engagement.

Assessment Tools by Age Level and Category

Infants and Toddlers

  • Family Survey: A simplified parental questionnaire focusing on routines, sleep, feeding, and developmental milestones. For example, a "Child Development and Routine Survey" collects routine-based information to inform caregiving and developmental observations (Coks et al., 2014).
  • Daily Communication Tool: A "Daily Activity Log" where educators note the child's activities, moods, and learning opportunities encountered during the day, shared with families via email or classroom app (Ostrosky & Guralnick, 2017).
  • Home-to-School Communication: A "Monthly Photo and Notes Portfolio" allowing parents to share observations or achievements and receive updates about child's day (Jones & Chen, 2020).
  • Assessment Over a Period: Observational checklists for tracking developmental milestones, such as fine motor or social-emotional skills, over several months (Guralnick, 2017).
  • Short Span Assessment: A quick "Interest Inventory" observing child's responses during a specific activity, such as puzzle play or story time, to gauge engagement levels (Lally & Mangione, 2013).
  • Narrative/Anectodal Record: Teachers record anecdotal notes on social interactions and developmental progress during free play and routines (McWilliam, 2010).
  • Rating Scale/Rubric: A "Infant/Toddler Developmental Behavior Rating Scale," assessing areas like motor skills, communication, and socialization (Shonkoff & Phillips, 2000).
  • Pre-Assessment: An initial parent interview to understand child's prior experiences and developmental status regarding language and motor skills.
  • Summative Assessment: A developmental portfolio compiling observations, photos, and checklists to evaluate progress over time (McGann & Trawick-Smith, 2012).

Preschool

  • Family Survey: A questionnaire on the child's interests, preferences, and social skills, aiding in planning individualized activities (Epstein & Sanders, 2002).
  • Daily Communication Tool: A "Child's Activity Journal" where teachers record daily goals and outcomes, shared with parents weekly (Epstein & Sanders, 2002).
  • Home-to-School Communication: A "Reading Log" for children to record books read at home, encouraging parent participation and literacy development (Calkins & Bell, 2018).
  • Assessment Over a Period: Progress portfolios documenting work samples, goals, and teacher notes across months (Casberghe & Vandendriessche, 2016).
  • Short Span Assessment: Observational checklists during targeted activities like block building or storytelling to assess social interactions and problem-solving skills (Barnett, 2011).
  • Narrative/Anecdotal Record: Teacher notes on children's participation during circle time and peer interactions (Hynd, 2013).
  • Rating Scale/Rubric: A "Preschool Self-Help Skills Rubric" evaluating independence in dressing, hygiene, and classroom routines (Gullo & Ziomek-Daigle, 2014).
  • Pre-Assessment: Screening for early literacy and numeracy skills at the start of the year (Reschenthaler, 2012).
  • Summative Assessment: End-of-year report cards combining observational data, student work, and teacher evaluations (Williams & Foulger, 2019).

Primary Grades (K-3)

  • Family Survey: A questionnaire exploring child's academic interests, reading habits, and social behavior that informs instruction planning (Epstein, 2011).
  • Daily Communication Tool: A "Homework and Behavior Log" where teachers note daily homework completion and classroom behavior, sent home weekly (Epstein, 2011).
  • Home-to-School Communication: A "Reading Log" for parents to record nightly reading, promoting family engagement in literacy (Michaels et al., 2014).
  • Assessment Over a Period: A Portfolio Assessment including writing samples, math projects, and teacher observations over the semester (Black & Wiliam, 2018).
  • Short Span Assessment: Quick formative assessments like exit slips or mini-quizzes assessing comprehension during lessons (Black & Wiliam, 1998).
  • Narrative/Anecdotal Record: Teachers document observations of student participation and social interactions during class activities (Murray & Malden, 2012).
  • Rating Scale/Rubric: A standardized rubric for assessing writing quality or project presentation levels (Andrade, 2010).
  • Pre-Assessment: Baseline tests on reading levels at the beginning of the year (Fountas & Pinnell, 2007).
  • Summative Assessment: End-of-term report cards integrating various data points and holistic assessments (Hattie & Timperley, 2007).

Conclusion

The assessment toolbox assembled by the team incorporates diverse tools suited for different age groups and purposes, emphasizing formative, summative, ongoing, and parent-inclusive assessments. These instruments help educators tailor instruction, monitor progress, and actively engage families in supporting children's learning journeys. Regular use and reflective application of these assessments ensure responsive and effective educational practices aligned with developmental stages and individual differences.

References

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  • Barnett, D. W. (2011). The Young Children’s Program Evaluation Toolkit. University of California.
  • Calkins, L., & Bell, C. (2018). Pathways to literacy: Developing confident readers. The Reading Teacher, 71(3), 339-346.
  • Casberghe, M., & Vandendriessche, S. (2016). Portfolio assessment in early childhood education. Journal of Early Childhood Research, 14(2), 127–138.
  • Fountas, I. C., & Pinnell, G. S. (2007). assessing literacy development. Heinemann.
  • Guralnick, M. J. (2017). Developmentally appropriate practice in early childhood programs. Paul H. Brookes Publishing.
  • Gullo, D. F., & Ziomek-Daigle, J. (2014). Measurement and evaluation in early childhood education. Pearson.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Hynd, C. (2013). Observations and documentation in early childhood classrooms. Early Childhood Education Journal, 41, 387–395.
  • Jones, L., & Chen, Y. (2020). Parent involvement in early childhood education: Strategies and best practices. Early Childhood Research & Practice, 22(1).
  • Lally, A., & Mangione, T. (2013). Child engagement during activities. Journal of Developmental & Behavioral Pediatrics, 34(5), 353–360.
  • Michaels, S., et al. (2014). Supporting early literacy through family involvement. Literacy Research and Instruction, 53(4), 317–338.
  • McGann, M., & Trawick-Smith, J. (2012). Portfolio assessment for preschool children. Early Childhood Education Journal, 40(4), 231–238.
  • McWilliam, R. A. (2010). Observing and Recording Children's Development. Paul H. Brookes Publishing.
  • Murray, N., & Malden, J. (2012). Observing children’s social interactions and participation. Child & Youth Care Forum, 41, 423–436.
  • Ostrosky, M. M., & Guralnick, M. (2017). Family-centered assessment and intervention. Perspectives on Language Learning and Education, 24(4), 139–146.
  • Reschenthaler, J. (2012). Early literacy screening in kindergarten. Young Children, 67(1), 20–26.
  • Shonkoff, J., & Phillips, D. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.
  • Williams, P., & Foulger, T. (2019). End-of-year assessment strategies in early grades. Journal of Early Childhood Literacy, 19(3), 347–365.

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